Student Ratings and Professor Self-Ratings of College Teaching: Effects of Gender and Divisional Affiliation

Abstract

Twenty female and 23 male professors at a liberal arts college participated along with their 803 undergraduate students in a questionnaire study of the effects of professor gender, student gender, and divisional affiliation on student ratings of professors and professor self-ratings. Students rated their professors on 26 questions tapping five teaching factors as well as overall teaching effectiveness. Professors rated themselves on the same questions as well as on nine exploratory ones. On student ratings, there were main effects for both professor gender (female professors were rated higher than male professors on the two interpersonal factors) and division (natural science courses were rated lowest on most factors). These patterns were qualified by significant interactions between professor gender and division. Although professor self-ratings varied by division, there were few significant correlations between professor self-ratings and students' ratings. Implications for future research are discussed.

Appendices

Appendix

Additional Questions:

Please answer the following questions about this particular class by circling the appropriate answer.

• 1. How much time do you spend preparing for a class period?

  Less than 1 h 1h 2–3 h 4–6 8 h or more

• 2. Do you think you spend as much time/less time or more than your colleagues at your rank?

  Much less lessthe same more much more

• 3. How organized would you say your classes are?

  Not organized somewhat organized neutral organized very organized

• 4. What percentage of a typical class do you spend on lecture?

  Less than 20% 20–39% 40–59% 60–79% 80% or more

• 5. What percentage of a typical class do you spend on discussion?

  Less than 20% 20–39% 40–59% 60–79% 80% or more

• 6. What percentage of a typical class do you spend on student presentations and small group work?

  Less than 20% 20–39% 40–59% 60–79% >80% or more

• 7. Part of the teaching role involves seeing students outside of class in your office. About how many students come to your office each week?

  0–1 1–2 3–4 5–6 7 or more

• 8. How many hours per week on average are you available to students outside of class?

  Less than 1 h 1–2 h 3–4 5–6 h more than 6 h

• 9. How important is class participation?

  Very unimportant Somewhat unimportant Neither important nor unimportant Important Very Important

Note: adapted from Gender and University Teaching (pp. 172–176) by Statham et al. 1991, Albany: State University of New York Press. Copyright 1991 by State University of New York.