Instructor Gender and Student Gender Influence Standards for Teaching Effectiveness

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dc.contributor.authorGullett, Tricia
dc.date.accessioned2021-07-23T13:11:00Z
dc.date.available2021-07-23T13:11:00Z
dc.date.created2020
dc.description2020 Celebration of Student Research and Creativity presentationen_US
dc.description.abstractResearch examining the influence of gender stereotypes on students’ evaluations of course instructors has found that ratings were lower when the instructor was thought to be female. The present study extends this research by examining the role of gender in setting standards for evaluating instructor competence. College participants read a description of a male or female instructor and answered questions measuring their attitudes and expectancies of instructor behaviors (e.g., hours devoted to updating lectures, speed in responding to email). Preliminary results indicate instructor effectiveness varies according to the instructor gender and participant gender.en_US
dc.description.urihttps://youtu.be/7kUUwhhkbK4en_US
dc.identifier.urihttp://hdl.handle.net/11216/3792
dc.language.isoen_USen_US
dc.publisherNorthern Kentucky Universityen_US
dc.relation.ispartofseriesCelebration of Student Research and Creativity;2020
dc.subjectCollege teachersen_US
dc.subjectStudent evaluation of teachersen_US
dc.subjectSexismen_US
dc.titleInstructor Gender and Student Gender Influence Standards for Teaching Effectivenessen_US
dc.typePresentationen_US

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Student Research and Creativity