Student Ratings of Teaching by Instructor Gender and Perceived Gender

Student ratings of teaching play an important role in decisions about hiring, tenure, and compensation for instructors in higher education. In face-to-face classrooms, researchers are limited in their ability to test for the existence of bias in such ratings, as it is difficult to mask or misrepresent the gender of an instructor in the classroom. However, in the online environment is it possible to disguise an instructor’s gender identity, and therefore isolate the effects of gender bias independent of instructor performance. These data were collected during a controlled pseudo-experiment in which a male and female assistant instructor helped teach an online class, each under both male and female identities. Students were asked to rate their instructors on 12 measures, and overall. Data include the group to which students were assigned, their responses to the evaluation, and demographic information including their gender and birth year. The data also include course grades for each group.

Methods
Students in the class were randomly assigned to one of four work groups, which were divided between two instructors, one male and one female. Unbeknownst to the students, each instructor interacted with one group under their own identity and a second under their fellow instructor’s identity. We created a survey asking students to rate their instructors on 12 measures, and overall. Six questions asked about “effectiveness” traits, e.g. professionalism and promptness. Six questions asked about “interpersonal” traits, e.g. enthusiasm and giving praise.

学生教学评价在高等教育阶段教师的聘用、终身教职评定以及薪酬调整决策中发挥着关键作用。在面对面课堂场景中，研究者难以检验此类评价中是否存在偏见，因为在课堂上很难掩盖或误传教师的性别身份。但在线教学环境中，教师的性别身份可以被隐藏，因此能够剥离教师自身教学表现的影响，单独检验性别偏见的效应。本数据集来自一项受控伪实验：一名男性助教与一名女性助教共同承担某在线课程的教学工作，且两人分别以男性和女性两种身份开展教学。研究人员要求学生从12项维度以及整体表现对授课教师进行评分。数据集包含学生所属分组信息、评价问卷作答结果，以及学生的性别、出生年份等人口统计学信息，同时还包含各分组的课程成绩。

研究方法
本课程的学生被随机分配至四个学习小组，分别由两名教师（一名男性、一名女性）负责授课。学生对此并不知情：每名教师会以自身真实身份为一个小组授课，同时以另一名助教的身份为其余一个小组授课。我们设计了一份问卷，要求学生从12项维度及整体表现对授课教师进行评分。其中6个问题围绕"效能类"特质展开，例如专业性与及时性；另外6个问题聚焦"人际类"特质，例如授课热情与给予学生肯定。