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Students' Perceptions of Expressiveness: Age and Gender Effects on Teacher Evaluations

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Abstract

In this study we investigated the relationship between college students' perceptions of professors' expressiveness and implicit age and gender stereotypes. Three hundred and fifty-two male and female students watched slides of an age- and gender-neutral stick figure and listened to a neutral voice presenting a lecture, and then evaluated it on teacher evaluation forms that indicated 1 of 4 different age and gender conditions (male, female, “old,” and “young”). Main and interaction effects indicated that students rated the “young” male professor higher than they did the “young” female, “old” male, and “old” female professors on speaking enthusiastically and using a meaningful voice tone during the class lecture regardless of the identical manner in which the material was presented. Implications of biased teacher-expressiveness items on student evaluations are discussed.

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Authors and Affiliations

  1. Department of Psychology, Weber State University, Ogden, Utah

    Julianne Arbuckle & Benne D. Williams

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  1. Julianne Arbuckle
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  2. Benne D. Williams
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Correspondence to Julianne Arbuckle.

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Arbuckle, J., Williams, B.D. Students' Perceptions of Expressiveness: Age and Gender Effects on Teacher Evaluations. Sex Roles 49, 507–516 (2003). https://doi.org/10.1023/A:1025832707002

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