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He Taught, She Taught: The effect of teaching style, academic credentials, bias awareness and academic discipline on gender bias in teaching evaluations

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Listed:
  • Nigel Burnell

    (University of Surrey)

  • Irina Cojuharenco

    (University of Surrey)

  • Zahra Murad

    (University of Portsmouth)

Abstract

Gender bias in teaching evaluations leads to unfair decisions during academics􏰀 careers. In four controlled experiments, we examine the role of academics􏰀 teaching style, academic credentials, academic discipline and bias awareness on gender bias in teaching evaluations. In Study 1, we test competing hypotheses regarding the effect of teaching style on gender bias. We find that a high warmth teaching style increases female academics􏰀 perceived warmth, but decreases their perceived competence, so gender bias in evaluations persists. In Study 2, we find that gender bias disappears for academic with senior credentials. Additionally, we find no evidence of less biased evaluations by those who anticipate gender bias. In Study 3 and Study 4, we test the robustness of our results in a different academic discipline and using different evaluation measures. In these latter studies, we do not find any evidence of gender bias in evaluations. We discuss our findings in the higher education context and make recommendations to mitigate gender bias in teaching evaluations.

Suggested Citation

  • Nigel Burnell & Irina Cojuharenco & Zahra Murad, 2020. "He Taught, She Taught: The effect of teaching style, academic credentials, bias awareness and academic discipline on gender bias in teaching evaluations," Working Papers in Economics & Finance 2020-05, University of Portsmouth, Portsmouth Business School, Economics and Finance Subject Group.
  • Handle: RePEc:pbs:ecofin:2020-05
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    References listed on IDEAS

    as
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    Keywords

    Gender bias; teaching evaluations; teaching style; academic credentials; bias awareness;

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