The Impact of Faculty Gender on Students’ Ratings of Instruction

By Cheryl Bullock.

Published by The Learner Collection

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Article: Print $US10.00
Article: Electronic $US5.00

A mixed methods evaluation study was conducted to consider the impact of faculty gender on students’ ratings of instruction within the Engineering College at a large, Research One Midwestern University. The rationale for this study was that both the faculty and the student populations in many large scale University College’s of Engineering are traditionally, and predominantly, male. Many Engineering faculty members in these same institutions are required to use student ratings of instruction as part of their packages for promotion or tenure, or both. These two issues combined make it imperative that the role that faculty gender has on these students’ ratings of instruction be more fully understood.

Consequently, the research questions for this study were:

  1. Do female professors in the College of Engineering receive statistically significantly lower instructor ratings than male professors from engineering students?
  2. Do engineering students use different characteristics to judge their female faculty than they do to judge their male faculty?

Results from this study will be presented.

Keywords: Women in Engineering, Faculty Assessment, Assessment of Teaching, Engineering Education, Higher Education Assessment

The International Journal of Learning, Volume 15, Issue 5, pp.71-84. Article: Print (Spiral Bound). Article: Electronic (PDF File; 656.141KB).

Dr. Cheryl Bullock

Faculty Member, Riley School of Education, Walden University, Champaign, Illinois, USA

I have over twenty years experience in Higher Education ranging from faculty member to Head of Educational Research. I have numerous publications and have conducted over 50 presentations on the topic of evaluation and assessment. My doctorate is in quantitative and evaluation theory.

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