The effects of sex, sex-stereotyped descriptions, and institution on evaluations of teachers

Abstract

The author studied the effects of sex of subject and teacher, sex-stereotyped descriptions of teacher, and institutional level on evaluations of teachers. Subjects were 16 male and 16 female students, each evaluating 16 randomly ordered descriptions of teachers on the dimensions of competent—incompetent, warm—cold, hardworking—not hardworking, feminine—masculine, intelligent—not intelligent, a superior teacher—an inferior teacher, and should be rehired—should not be rehired. The teachers were described 1) with male or female names, 2) as teaching nursery school, elementary school, high school, or college, and 3) as possessing traits stereotyped as masculine or feminine, forming a 2×2×4×2 design. The teachers described as masculine were rated much more positively on all variables except warmth. Female teachers were seen as warmer and more feminine than male teachers, and female subjects rated the teachers as more intelligent than male subjects. The difference in ratings of teachers with masculine versus feminine characteristics on the superiority and rehiring measures increased as the institutional level increased from nursery school to elementary school to high school to college.