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Can Women Teach Math (and Be Promoted)? A Meta-analysis of Gender Differences across Student Evaluations of Teaching

Author

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  • Amanda J. Felkey
  • Cassondra Batz-Barbarich

Abstract

Academic women in economics have different experiences and outcomes than men and women in other social science fields do, including bias within their performance evaluation instruments, student teaching evaluations (STEs). Despite research citing biases in STEs, no study summarized the magnitude of these biases. A systematic review and meta-analysis addresses this by combining data from all prior research on the subject. Our meta-analysis examines gender bias in STEs, finding significant gender differences in economics favoring men but no evidence for gender differences in the remaining social sciences. Implications are discussed, and recommendations are made.

Suggested Citation

  • Amanda J. Felkey & Cassondra Batz-Barbarich, 2021. "Can Women Teach Math (and Be Promoted)? A Meta-analysis of Gender Differences across Student Evaluations of Teaching," AEA Papers and Proceedings, American Economic Association, vol. 111, pages 184-189, May.
    • Handle: RePEc:aea:apandp:v:111:y:2021:p:184-89
    DOI: 10.1257/pandp.20211125
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    More about this item

    JEL classification:

    • A14 - General Economics and Teaching - - General Economics - - - Sociology of Economics
    • J16 - Labor and Demographic Economics - - Demographic Economics - - - Economics of Gender; Non-labor Discrimination
    • J71 - Labor and Demographic Economics - - Labor Discrimination - - - Hiring and Firing
    • J62 - Labor and Demographic Economics - - Mobility, Unemployment, Vacancies, and Immigrant Workers - - - Job, Occupational and Intergenerational Mobility; Promotion
    • A22 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Undergraduate

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