Article: Gendered Mundanities
Gendered Mundanities: Gender Bias in Student Evaluations of Teaching in Political Science, Katherine Gerber, Katie Brennan, David Duriesmith & Ellyse Fenton (2022). "Much research has been undertaken on gender bias in student evaluations of teaching (SETs) in universities, with inconsistent findings. We undertake a qualitative analysis of the comments in four years of SETs in a school of political science and international relations in a highly regarded Australian university. We ask, can the same evaluations produce different results when analysed qualitatively rather than quantitatively? And do students evaluate male-identified and female-identified teachers differently, and if so what are the differences? We show that qualitative analysis can reveal gender bias that is invisible in quantitative analysis. We find that female-identified staff are evaluated more positively than their male counterparts for undertaking time-intensive, stereotypically feminine, emotional labour. Male-identified staff are evaluated more positively for their technical expertise and teaching style. This suggests SETs evaluate gender-stereotypical behaviour rather than only teaching quality, and has significant implications for their use in universities."