期刊名称：The Journal of Scholarship of Teaching and Learning
电子版ISSN：1527-9316
出版年度：2015
卷号：15
期号：4
页码：126-138
语种：English
出版社：Indiana University
摘要：Student evaluations provide rich information about teaching performance, but a number of factors beyond teacher effectiveness influence student evaluations. In this study we examined the effects of professor gender and perceived age on ratings of effectiveness and rapport as well as academic performance. Participants (N = 308) saw a picture of either a young or old male or female professor while listening to an audio lecture. Students reported greater perceived rapport with the female relative to the male professors and for younger versus older professors. However, students reported the male professors as more competent than the female professors. An interaction revealed that among female professors only, younger women were rated higher on rapport than comparison conditions. Thus, age and gender bias likely impact student evaluations of teaching. Our study also revealed higher quiz grades in the older-female condition, perhaps best explained by the older woman activating a schema for “mom.” Taken together, our results indicate that p rofessor competence and kindness may foster learning best in the context of high expectations.
关键词：student evaluations, professor age, professor gender, rapport, student grades
