The Effects of Bias Mitigation Prompts and Gender Education on Student Evaluations of Teaching

Abstract

Abstract

ABSTRACT Despite growing attention to gender biases in student evaluations of teaching (SET) in political science, research on effective mitigation strategies remains limited. Given the reliance on SET as a dominant measure of teaching quality in higher education, this study investigates the impact of short-term bias mitigation prompts and prolonged exposure to gender-focused topics on SET. Using a survey experiment conducted in general education social science courses at a mid-sized, Midwestern nonprofit Catholic university, we found that bias mitigation prompts encouraged greater self-reflection, prompting students to critically evaluate their instructors and their own performance. This intervention appeared to reduce the advantages previously afforded to men instructors. However, exposure to gender topics revealed a complex dynamic: whereas gender-related courses are associated with higher SET ratings overall, this positive effect is significantly weakened for women instructors. Women teaching gender-related courses receive lower evaluations than would be expected based on the separate effects of course topic and instructor gender. Our findings underscore the complex interplay among faculty members’ gender, gender education, and persistent stereotypes.