Investigating Gender Bias in Ratings of Creativity, Competence, and Success

Objective: In this study, we investigate the differences between parent and teacher ADHD ratings, and how these ratings relate to perceived stress in children with ADHD. Method: Ratings by parents and teachers with the Swanson, Nolan and Pelham ADHD symptom rating scale (SNAP-IV) were collected from children with a clinical diagnosis of ADHD ( n = 137). Also, information on medication was collected. Children (≥11 years of age; n = 64) were invited to complete the Pressure-Activation-Stress scale. Results: Among girls, but not boys, teacher ratings were significantly lower than parental ratings on all symptom scales. Lower teacher ratings on hyperactivity symptoms were associated with higher levels of perceived stress. Conclusion: The findings suggest a potential gender bias in ratings among teachers. Underrated, and hence underidentified, ADHD problems in the school setting seem to increase the perception of stress in the sense of pressure for both girls and boys.

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Evaluating Gender Bias in Ratings of University Instructors’ Teaching Effectiveness

International Journal for the Scholarship of Teaching and Learning ◽

10.20429/ijsotl.2009.030219 ◽

2009 ◽

Vol 3 (2) ◽

Cited By ~ 9

Author(s):

Suzanne Young ◽

Leslie Rush ◽

Dale Shaw

Keyword(s):

Gender Bias ◽

Teaching Effectiveness ◽

University Instructors ◽

Bias In Ratings

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Does Gender Impact Business Students Perceptions Of Teaching Effectiveness?

Journal of College Teaching & Learning (TLC) ◽

10.19030/tlc.v10i3.7933 ◽

2013 ◽

Vol 10 (3) ◽

pp. 167-178 ◽

Cited By ~ 7

Author(s):

Leon Korte ◽

Angeline Lavin ◽

Thomas Davies

Keyword(s):

Gender Bias ◽

Teacher Effectiveness ◽

Business School ◽

Teaching Effectiveness ◽

Business Students ◽

Female Students ◽

Faculty Members ◽

Male And Female ◽

Bias In Ratings ◽

Gender Based

While there are certainly differences ofopinion regarding teaching effectiveness, the goal of this study is toinvestigate whether there is consistency or differences in opinion based on thegender of the student doing the evaluation of the instructor or the gender ofthe instructor being evaluated. Thispaper summarizes the gender-based findings from a survey administered tostudents in fall 2011 at a mid-sized Association to Advance Collegiate Schoolsof Business International (AACSB International) accredited Midwesternuniversity business school. Thirty-fivetraits were presented for evaluation. Thefindings of this study suggest that there are differences between female andmale student ratings of teacher effectiveness.Females in general tend to rate teachers higher overall in terms ofteaching effectiveness. Furthermore,there are specific traits that appear to be more important to females, andother specific traits which appear to be more important to males. This study provides strong evidence thatthere are systematic differences between male and female students in terms of theirperceptions of the teaching traits they find important and how they rateinstructors of each gender. It isimportant that faculty members and especially administrators are aware of thepotential for gender bias in ratings of teacher effectiveness. Men and women have different perceptions. Male and female students are different, andthey perceive differences between male and female faculty members.

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