Presentation on theme: "Kimberly Rios Morrison, Ph.D. Department of Psychology, University of Chicago Jennifer J. Moreland, ABD School of Communication, The Ohio State University."— Presentation transcript:
Kimberly Rios Morrison, Ph.D. Department of Psychology, University of Chicago Jennifer J. Moreland, ABD School of Communication, The Ohio State University
Purpose Goal: Explore how students rate their teachers on How 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 perspective Implications for students and teachers
Background: Over 15 million ratings and counting! K-12 teachers, public and private schools Completely anonymous Students provide ratings, comments (Very similar to
Theoretical Background Group comparison and stereotyping perspective Evaluations of instructors are gendered (e.g., Basow, 2000, Miller & Chamberlin, 2000) Teachers as outgroup members (Sinclair & Kunda, 2000) Halo Effect
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). Theoretical Background, Cont
Hypotheses H1: Teacher gender will moderate the relationship between easiness and overall quality. H2: Teacher gender will moderate the relationship between easiness and coolness ratings.
Method Analysis 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) Popularitydichotomous by student awarding sunglasses for teaching being cool (dummy coded) U.S. and District of Columbia teachers only used to randomly a draw a school name Random number generator used to select teacher
Method, Cont Predictor variables: Teacher gender (dummy coded: 0 = male, 1 = female) Easiness ratings Interaction between teacher ratings and gender Outcome 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)
Results H1: 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.
Results, Cont H2: 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 χ 2 =.61, p <.44
Results, Cont Overall 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 χ 2 = 4.05, p <.05 Easier teachers more likely to be voted cool than more difficult teachers (B = 1.02, SE =.09), Wald χ 2 = , p <.001
Discussion & Implications Students discussing teacher performance online When facing a more difficult teacher, students are more likely to derogate female teachers, compared to male teachers Male teachers are cooler Easier teachers are cooler Positive association between easiness and overall quality was stronger for female teachers than for male teachers
Student-teacher communication Gender Future research How do these ratings compare with objective ratings? Other online forums of interest? Discussion & Implications
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