Abstract
The relationship between student gender and physics identity in evaluating high school physics teachers, finding that students who identify strongly with physics show a stronger bias in favor of male high school physics teachers.
Highlights
The way in which individuals see themselves is dependent, at least in part, on the way they are seen by others [1,2,3,4]
Our findings indicate that gender bias continues to be a concern in student evaluations of physics teachers
There is some importance to our reconfirmation of the basic gender bias effect in teacher evaluations, which persists even when controlling for a number of classroom experiences and teacher practices
Summary
The way in which individuals see themselves is dependent, at least in part, on the way they are seen by others [1,2,3,4] This is important because how individuals see themselves with respect to certain science fields has implications for their participation and persistence [2,3]. There are very few formal structures to receive feedback about others’ perceptions on a wide set of domains such as approachability, communication skills, clarity, knowledge, etc. One such feedback structure is the evaluations provided by students, which are often used to assess a teacher’s effectiveness. Given the fact that women in physics have consistently been found to have depressed self-perceptions and have less of a history of advancement [5,6,7,8], this work considers
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