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      Mitigating gender bias in student evaluations of teaching

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          Abstract

          Student evaluations of teaching are widely believed to contain gender bias. In this study, we conduct a randomized experiment with the student evaluations of teaching in four classes with large enrollments, two taught by male instructors and two taught by female instructors. In each of the courses, students were randomly assigned to either receive the standard evaluation instrument or the same instrument with language intended to reduce gender bias. Students in the anti-bias language condition had significantly higher rankings of female instructors than students in the standard treatment. There were no differences between treatment groups for male instructors. These results indicate that a relatively simple intervention in language can potentially mitigate gender bias in student evaluation of teaching.

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          What’s in a Name: Exposing Gender Bias in Student Ratings of Teaching

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            Meta-analysis of faculty's teaching effectiveness: Student evaluation of teaching ratings and student learning are not related

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              Gender biases in student evaluations of teaching

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                Author and article information

                Contributors
                Role: ConceptualizationRole: Data curationRole: Formal analysisRole: InvestigationRole: MethodologyRole: Project administrationRole: Writing – original draftRole: Writing – review & editing
                Role: ConceptualizationRole: Data curationRole: InvestigationRole: Writing – review & editing
                Role: ConceptualizationRole: Data curationRole: Writing – review & editing
                Role: ConceptualizationRole: Data curationRole: Writing – review & editing
                Role: ConceptualizationRole: Data curationRole: Writing – review & editing
                Role: Editor
                Journal
                PLoS One
                PLoS ONE
                plos
                plosone
                PLoS ONE
                Public Library of Science (San Francisco, CA USA )
                1932-6203
                15 May 2019
                2019
                : 14
                : 5
                : e0216241
                Affiliations
                [1 ] Department of Political Science, Iowa State University, Ames, Iowa, United States of America
                [2 ] Department of Ecology, Evolution, and Organismal Biology, Iowa State University, Ames, Iowa, United States of America
                [3 ] Department of Natural Resource Ecology and Management, Iowa State University, Ames, Iowa, United States of America
                Rice University, UNITED STATES
                Author notes

                Competing Interests: The authors have declared that no competing interests exist.

                Author information
                http://orcid.org/0000-0002-5673-4826
                Article
                PONE-D-19-00552
                10.1371/journal.pone.0216241
                6519786
                31091292
                75e0887d-0198-41a6-8b26-25851e31a3ef
                © 2019 Peterson et al

                This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

                History
                : 7 January 2019
                : 15 April 2019
                Page count
                Figures: 2, Tables: 4, Pages: 10
                Funding
                The authors received no specific funding for this work.
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                Custom metadata
                All files necessary to replicate the results are available from the Harvard Dataverse ( https://doi.org/10.7910/DVN/AB4ZAV).

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