Browsing by Author "Stewart, Dillon"

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    Intersectional Stereotypes and Student Evaluation of Teaching: Exploring the impact of intersectional identities and grades on SETs.
    (2024-04-05) Stewart, Dillon; Hebl, Mikki
    In academia, student evaluations of teaching (SETs) often play a significant role in determining faculty members' career trajectory (i.e., hiring, tenure, and promotions). SETs have gained attention over the years, given evidence that teaching ratings can be distorted by a professor's gender or race (MacNell et al., 2015; Reid, 2010; Wagner et al., 2016). Prior evidence indicated that women tend to be evaluated less favorably than men in SETs, especially when students perceive they are doing poorly (i.e., anticipate bad grades; Boring et al., 2016; Sinclair & Kunda, 2000; Hoorens et al., 2021). Additionally, Non-White faculty have tended to be evaluated more negatively on average than White faculty (Bavishi et al., 2010; Reid, 2010); however, little research speaks to the role that race and gender play on professors’ effectiveness ratings (on SETs) when students expect that they are performing poorly. Building upon Sinclair and Kunda’s (1999, 2000) research, we conduct a study using SETs over 12 years to examine how the interaction of race, gender, and expected grade influence SETs. Contrary to previous evidence, our data revealed that White women seem to be receiving the best SETs, and Asian and Black men are receiving the worst. The grade students expect to receive further emphasizes this trend. Overall, this research reaffirms the disparities in SETs while also considering new trends influencing SETs.
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    Social inattentional blindness to idea stealing in meetings
    (Springer Nature, 2024) Masters-Waage, Theodore C.; Kinias, Zoe; Argueta-Rivera, Jazmin; Stewart, Dillon; Ivany, Rachel; King, Eden; Hebl, Mikki
    Using a virtual reality social experiment, participants (N = 154) experienced being at the table during a decision-making meeting and identified the best solutions generated. During the meeting, one meeting participant repeated another participant’s idea, presenting it as his own. Although this idea stealing was clearly visible and audible, only 30% of participants correctly identified who shared the idea first. Subsequent analyses suggest that the social environment affected this novel form of inattentional blindness. Although there was no experimental effect of team diversity on noticing, there was correlational evidence of an indirect effect of perceived team status on noticing via attentional engagement. In sum, this paper extends the inattentional blindness phenomenon to a realistic professional interaction and demonstrates how features of the social environment can reduce social inattention.