Presentation on theme: "Cool, Easy, & Quality: Intergroup Implications for Teachers and Students from an Exploration of www.RateMyTeachers.com Thank you for having us here on."— Presentation transcript:
1Cool, Easy, & Quality: Intergroup Implications for Teachers and Students from an Exploration ofThank you for having us here on the virtual presentation for ICA.We’re excited to be here!Kimberly Rios Morrison, Ph.D.Department of Psychology, University of ChicagoJennifer J. Moreland, ABDSchool of Communication, The Ohio State University
2PurposeGoal: Explore how students rate their teachers onHow do students perceive their teachers in terms of teacher gender, ease, helpfulness, “coolness,” clarity, and quality?Emerging popularity of online forums for discussing education from students’ perspectiveImplications for students and teachers
3Background: http://www.ratemyteachers.com/ Over 15 million ratings and counting!K-12 teachers, public and private schoolsCompletely anonymousStudents provide ratings, comments(Very similar to
4Theoretical Background Group comparison and stereotyping perspectiveEvaluations of instructors are “gendered” (e.g., Basow, 2000, Miller & Chamberlin, 2000)Teachers as “outgroup” members (Sinclair & Kunda, 2000)“Halo Effect”Students stereotype their instructors and these stereotypes held inevitably affect evaluations of instructors’ classroom performance (e.g., Basow, 2000; Miller & Chamberlin, 2000)and the manners by which students assess instructor performance are often tied to gender stereotypes (Kierstead, D’Agostino, & Dill, 1988).Gender stereotypes activated in the face of criticism. Also, when given positive feedback from a female professor, students are much less likely to evaluate the female professor through a stereotypical lens. This analysis of is conducted through this lens of group comparison and gender stereotyping. In this way, ratings of a teacher’s easiness may interact with teacher gender in determining perceived overall quality and “coolness.”
5Theoretical Background, Con’t Individuals motivated to stereotype outgroup members to increase positive perceptions of the self (Sinclair & Kunda, 2000; Tajfel & Turner, 1986).Students more likely to evaluate female instructors as less competent than male instructors after receiving negative feedback (Sinclair & Kunda, 2000).
6HypothesesH1: Teacher gender will moderate the relationship between easiness and overall quality.H2: Teacher gender will moderate the relationship between easiness and coolness ratings.
7MethodAnalysis of 1,045 teachers’ composite ratings (M = 10.53, SD = 14.98) (5 point scale: 1 = bad, 5 = great)“Easiness” (M = 3.54, SD = .96)“Helpfulness” (M = 3.72, SD = 1.10)“Clarity” (M = 3.71, SD = 1.12)“Popularity”—dichotomous by student awarding sunglasses for teaching being “cool” (dummy coded)U.S. and District of Columbia teachers onlyused to randomly a draw a school nameRandom number generator used to select teacher
8Method, Con’t Predictor variables: Outcome variables: Teacher gender (dummy coded: 0 = male, 1 = female)Easiness ratingsInteraction between teacher ratings and genderOutcome variables:Overall quality composite measure (helpfulness and clarity ratings averaged to form overall quality measure) (α = .96; M = 3.71, SD = 1.09)Coolness (dummy coded: 0 = uncool, 1 = cool)
9Zero-order Correlations Gender(0 = male)EasinessOverall qualityCoolness(0 = not cool)-.14**-.06*-.12**.53**.39**.68**
10ResultsH1: Teacher gender will moderate the relationship between easiness and overall quality.Overall effect of easiness:Teachers judged as higher in quality the easier they were perceived to be (β = .54), t(1041) = 20.09, p < .001.Significant teacher gender x easiness interaction (β = .09), t(1040) = 2.21, p < .03.Positive association between easiness and overall quality was stronger for female teachers (β = .59), t(1040) = 16.62, p < .001, than for male teachers (β = .47), t(1040) = 11.75, p < .001.Overall quality ratings were submitted to a teacher gender (male vs. female) x easiness (mean-centered continuous variable) multiple regression analysis, controlling for total number of ratings (Aiken & West, 1991).Yay for significant relationships!
12Results, Con’tH2: Teacher gender will moderate the relationship between easiness and coolness ratings.Gender did not moderate relationship between easiness and popularity ratings (B = .14, SE = .18), Wald χ2 = .61, p < .44
13Results, Con’tOverall effects of gender and easiness were each significant, but gender X easiness interaction was not:Male teachers more likely to be voted “cool” than females (B = -.31, SE = .16), Wald χ2 = 4.05, p < .05Easier teachers more likely to be voted “cool” than more difficult teachers (B = 1.02, SE = .09), Wald χ2 = , p < .001
14Discussion & Implications Students discussing teacher performance onlineWhen facing a more difficult teacher, students are more likely to derogate female teachers, compared to male teachersMale teachers are “cooler”“Easier” teachers are “cooler”Positive association between easiness and overall quality was stronger for female teachers than for male teachers
15Discussion & Implications Student-teacher communicationGenderFuture researchHow do these ratings compare with objective ratings?Other online forums of interest?
16Thank you! Questions? Please email firstname.lastname@example.org OR Have a great conference!