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Administrators rely on Student Ratings
% of Deans “always use”
1978 54.8
1988 80.3
1997 88.1
in 1997 always use
Classroom visits 40.3
Syllabi, exams 38.6
Quantitative Measures
Assume a constant metric
Assume a constant referent
But standards are gendered
Research on Social Cognition:
• Interaction requires shared frames
• We frame instantly
• Primary: sex, race & age
• Frames evoke stereotypes
• Stereotypes influence us without our knowing
In any social institution
• Frames for people
• Frames for roles
• Institutional frames are often gendered
• Gender is “in the background”
Professor = Masculine (Burns-Glover & Veith 1995)
Scenario: Important in a job candidate?
Sam, Sarah, Dr. Lawson
More masculine characteristics
Sam: expert, own opinion, challenging
Sarah: available, flexible, caring
Dr. Lawson = Sam
Open-ended Q’s Reveal More Bias (Bachen, McLoughlin, & Garcia 1999
Ratings on attributes
◦ M: no gender difference◦ W: Women higher on caring, interactive
Open ended question
◦ 50% of M & 62% of W: yes◦ Women compared to a male standard◦ W: hold all teachers accountable for caring◦ M: only women teachers accountable for caring
Grades Matter (Sinclair and Kunda 2000)
Survey: last semester’s teachers, courses, grades
grades evaluationswomen punished most
Experiment: evaluate the evaluator feedback evaluations
women punished most
How students recall teachersSprague & Massoni 2005
• Describe best and worst-ever teachers
• Data: Categories of Perception– Words– …. Synonym clusters– ……………..Dimensions
Men WomenCluster f Cluster f
FUNNY/FUN
funny 22 funny 5humorous 6 humorous 1witty 3 fun loving 1entertaining 3 entertaining 1sarcastic 2
great sense of humor 1fun luvin 1hilarious 1
fun 9 fun 19enjoyable 1
made learning fun 1
MenWomen
NURTURING
loving 1 loving 3 giving 2
Sharing 1 personal 1 student oriented 1
personal 1 sharing 1 always there for you 1
selfless 1
encouraging 8 encouraging 7
patient 5 patient 9 compassionate 4
supportive 1 nurturing 2 sympathetic 3
assuring 1 supportive 3 empathetic 1
complimentary 1 empathic 1
believing in me 1
look out for my best 1
BEST TEACHER: Dimensions of Evaluation
GENDER-COMPARABLEGENDER-
LOADEDIntelligentFunny/Fun
ClearNurturing
Hard Worker
NonauthoritarianChallenging
InteractiveCommitted
EnergeticStrict
UnderstandingFair
EngagingOpen-Minded
AttractiveRespectful
EasyApproachableCaringPersonableGood PersonPositiveInterestedHonestAvailableAggressive
Gender Comparable Gender-Loaded
Intelligent Funny/Fun
Clear Nurturing
Hard Worker Nonauthoritarian
Challenging Interactive
Committed Energetic
Strict Understanding
Fair Engaging
Open-Minded Attractive
Respectful Easy
Approachable
Caring
Personable
Good Person
Positive
Interested
Honest
Available
Aggressive
Dimensions for Evaluating
Best Ever Teacher
Men Women
angry 4 angry 6
grouchy 1 temper 2
bad temper 1
temperamental 1
ill-tempered 1irritable 1cranky 1snappy 1
loud 2 loud 4
obnoxious 2 smart ass 1
smart alec 1
sarcastic 1
loud mouth 1juvenile 1
RUDE - I
Men Women
rude 28 rude 17
disrespectful 3 inconsiderate 3
inconsiderate 4 disrespectful 2
not respecting of students 1thoughtless 1insolent 1insulting 1
lack of respect 1
hypocritical 2 hypocritical 2
insincere 2 manipulative 2dishonest 1 phony 1
manipulative 1 fake 1insincere 1deceiving 1
RUDE - II
Men Women
mean 14 mean 23
malevolent 1 harsh 1
wants to give bad grades 1 sarcastically mean 1
nasty attitude 1 ridiculed students 1
harsh 1 ill-willed 1
only interest punish students 1
nasty 1
out to fail 1
vindictive 1
threatening 1
inimical 1
MEAN - I
Men Women
bitch 3bitchy 1
bitch towards male students 1witch 1feminazi 1
cruel 2 cruel 1abusive 1hateful 1
aggressive 2 aggressive 1
overly aggressive 1
argumentative 1
overbearing 1
provocative 1
MEAN - II
GENDER-COMPARABLE GENDER-LOADED
Ignorant Rude
Confusing Mean
Demanding Psychotic
Easy Cold
Boring Negative
Lazy Too Intelligent
Rigid Unfair
Weak Disengaged
Uncaring Arrogant
Unhelpful
Intimidating
Unconfident
Ugly
Refs to Age
Uncool
DimensionsOf Evaluation:
Worst-Ever Teacher
Man Woman
DIMENSION f % DIMENSION f %
caring 77 15 caring 112 20
intelligent 57 11 intelligent 55 9.8
funny/fun 50 10 energetic 51 9
energetic 45 9 nurturing 43 7.6
understanding 33 6.6 understanding 34 6
personable 29 5.8 engaging 29 5.1
engaging 28 5.6 :
: funny/fun 27 4.8
nurturing 18 3.6 :
: fair 25 4.4
fair 15 3 personable 24 4.3
: :
easy* 2 0.4 attractive* 3 0.5
BESTTEACHER
Man Woman
DIMENSION f % DIMENSION f %
boring 81 15.8 uncaring 72 13.6
uncaring 70 13.6 boring 63 11.9
rude 54 10.5 rigid 54 10.2
self-centered 50 9.7 rude 53 10
confusing 41 8 mean 49 9.3rigid 40 7.8 unfair 44 8.3
unfair 29 5.6 confusing 38 7.2
disengaged 27 5.3self-centered 25 4.7
: cold 17 3.2mean 22 4.3 :
: disengaged 14 2.6cold 5 1 :
psychotic* 6 1.1
WORST TEACHER
Best Worst
DIMENSION f % DIMENSION f %
caring 77 15.3 boring 81 15.8
intelligent 57 11.4 uncaring 70 13.6
funny 50 10 rude 54 10.5
energetic 45 9 self-centered 50 9.7
understanding 33 6.6 confusing 41 8
personable 29 5.8 rigid 40 7.8
engaging 28 5.6 unfair 29 5.6
: disengaged 27 5.3
nurturing 18 3.6 :: mean 22 4.3fair 15 3 :: cold 5 1
easy* 2 0.4
TEACHER IS A
MAN
Best Worst
DIMENSION f % DIMENSION f %
caring 112 19.9 uncaring 72 13.6
intelligent 55 9.8 boring 63 11.9
energetic 51 9 rigid 54 10.2
nurturing 43 7.6 rude 53 10
understanding 34 6 mean 49 9.3
engaging 29 5.1 unfair 44 8.3
: confusing 38 7.2
fun 27 4.8 self-centered 25 4.7
: cold 17 3.2fair 25 4.4 :
personable 24 4.3 disengaged 14 2.6: :
attractive* 3 0.5 psychotic* 6 1.1
TEACHERIS A
WOMAN
Bottom line
• Students use gendered frames
• Standards for women more labor-intensive
• A 3 is not always a 3
“Women comprise 58 percent of the nation’s 13 million college undergraduates and, in 2002, earned more doctorates than men. They’re a dominant force on campuses—until they receive a degree.” Giegerich 2004
What Can Teachers Do?
• Communicate Competence
• Communicate Commitment to the Group
• Give enough time for evaluation
• Teach students how to evaluate us
What can Evaluators Do?
• Increase Reliability
• Be more sophisticated statistically
• Increase Validity
Increase the reliability
• Ask what students are competent to answer • Be concrete • Make Standards explicit • Minimize Salience of Gender • Minimize Time Pressure • Use multiple measures of teaching
effectiveness
Please rate• Your satisfaction with the instruction in this
class• The instructor as a teacher• The ability of the instructor to communicate
effectively• The quality of this course• The fairness of procedures for grading this
course• Your understanding of the course content
Improve the analysis
• Use medians not means• Analyze variance • Do multivariate analyses
– gender – Race– expected grade– required
Increase the Validity
GOALS
• Content is current
• Using best practices
• Students are learning• Teacher is developing
skills
INDICATORS
• Syllabus readings, topics
• Exercises, assignments, labs, interaction with students
• Student work
• Reflective essays, training