Gender, ethnicity and teaching evaluations : Evidence from mixed teaching teams
This paper studies the effect of teacher gender and ethnicity on student evaluations of teaching quality at university. We analyze a unique data-set featuring mixed teaching teams and a diverse, multicultural, multi-ethnic group of students and teachers. Co-teaching allows us to study the impact of teacher gender and ethnicity on students’ evaluations of teaching exploiting within course variation in an empirical model with course-year fixed effects. We document a negative effect of being a female teacher on student evaluations of teaching, which amounts to roughly one fourth of the sample standard deviation of teaching scores. Overall women are 11 percentage points less likely to attain the teaching evaluation cut-off for promotion to associate professor. The effect is robust to a host of co-variates such as course leadership, teacher experience and research quality. There is no evidence of a corresponding ethnicity effect. Our results point to an important gender bias and indicate that the use of teaching evaluations in hiring and promotion decisions may put female lectures at a disadvantage.
|Keywords||student evaluations of teaching, gender, ethnicity, bias, course fixed effects|
|JEL||Analysis of Education (jel I21), Discrimination (jel J71)|
|Publisher||International Institute of Social Studies of Erasmus University (ISS)|
|Series||ISS Working Papers - General Series|
|Journal||ISS Working Paper Series / General Series|
Wagner, N, Rieger, M, & Voorvelt, K.J. (2016). Gender, ethnicity and teaching evaluations : Evidence from mixed teaching teams (No. 617). ISS Working Paper Series / General Series (Vol. 617, pp. 1–32). International Institute of Social Studies of Erasmus University (ISS). Retrieved from http://hdl.handle.net/1765/79869