Author(s): Jake Leaverton, Braxton Rasmussen, Nadina Angulo Hielscher, Ives Hong
Mentor(s): Lisa Scott, John Jones
Institution UTech
This study examines gender bias in student evaluations of teaching effectiveness at Utah Tech University. While student evaluations play a significant role in faculty careers, research suggests they may not accurately reflect learning outcomes and are susceptible to biases. These biases include workload, discipline, and student perceptions of faculty characteristics. One such characteristic is gender. Existing literature shows that male faculty may receive higher ratings overall, and qualitative evaluations might focus on different aspects of male and female instructors. The present study aims to assess these disparities by analyzing existing quantitative and qualitative data from student evaluations. We will utilize anonymized data from the 2021-2024 academic years, focusing on faculty gender and student evaluations. The study hypothesizes that male faculty are likely to receive higher quantitative ratings, and qualitative responses may elucidate potential causes for this disparity between male and female instructors’ ratings. Results will be de-identified and presented in aggregate form at the group level. Dissemination will primarily target campus administrators, faculty, and potentially students. Additionally, findings may be shared at local and regional conferences. This research contributes to the understanding of the intersection of student perceptions, gender, and teaching effectiveness evaluations.