Intersectional Stereotypes and Student Evaluation of Teaching: Exploring the impact of intersectional identities and grades on SETs.
| dc.contributor.advisor | Hebl, Mikki | |
| dc.creator | Stewart, Dillon | |
| dc.date.accessioned | 2024-05-21T21:43:54Z | |
| dc.date.available | 2024-05-21T21:43:54Z | |
| dc.date.created | 2024-05 | |
| dc.date.issued | 2024-04-05 | |
| dc.date.submitted | May 2024 | |
| dc.date.updated | 2024-05-21T21:43:54Z | |
| dc.description.abstract | 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. | |
| dc.format.mimetype | application/pdf | |
| dc.identifier.citation | Stewart, Dillon. Intersectional Stereotypes and Student Evaluation of Teaching: Exploring the impact of intersectional identities and grades on SETs. (2024). Masters thesis, Rice University. https://hdl.handle.net/1911/116122 | |
| dc.identifier.uri | https://hdl.handle.net/1911/116122 | |
| dc.language.iso | eng | |
| dc.rights | Copyright is held by the author, unless otherwise indicated. Permission to reuse, publish, or reproduce the work beyond the bounds of fair use or other exemptions to copyright law must be obtained from the copyright holder. | |
| dc.subject | SETs | |
| dc.subject | race and ethnicity | |
| dc.subject | gender | |
| dc.subject | motivated reasoning | |
| dc.subject | grades | |
| dc.title | Intersectional Stereotypes and Student Evaluation of Teaching: Exploring the impact of intersectional identities and grades on SETs. | |
| dc.type | Thesis | |
| dc.type.material | Text | |
| thesis.degree.department | Psychology | |
| thesis.degree.discipline | Social Sciences | |
| thesis.degree.grantor | Rice University | |
| thesis.degree.level | Masters | |
| thesis.degree.name | Master of Arts |
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