Exploring Gender Differences in Student Evaluations of Faculty in a Graduate Clinical Translational Research Program.

Content Provider	Europe PMC
Author	Greenberg-Worisek, Alexandra J Cornelius, Katherine E. Weavers, Karen Enders, Felicity
Copyright Year	2020
Description	This article was migrated. The article was marked as recommended. There has long been an underrepresentation of women in medicine and biomedical research; this is often described as a “leaky pipeline,” as the more senior the level of rank, the fewer women are appointed. In evaluating a faculty member for promotion, student evaluations of faculty teaching are often considered; therefore, if gender biases are reinforced by student evaluations of teaching, the gender gap in faculty promotion could remain or increase. In this study, we examine student evaluations of faculty teaching in a graduate biomedical research training program, using data gathered during two academic years. While female faculty received higher quantitative ratings of teaching, subtle gender differences in language existed in the student comments, indicating that implicit biases about women may be present in student evaluations of faculty teaching.
Abstract	This article was migrated. The article was marked as recommended.There has long been an underrepresentation of women in medicine and biomedical research; this is often described as a “leaky pipeline,” as the more senior the level of rank, the fewer women are appointed. In evaluating a faculty member for promotion, student evaluations of faculty teaching are often considered; therefore, if gender biases are reinforced by student evaluations of teaching, the gender gap in faculty promotion could remain or increase. In this study, we examine student evaluations of faculty teaching in a graduate biomedical research training program, using data gathered during two academic years. While female faculty received higher quantitative ratings of teaching, subtle gender differences in language existed in the student comments, indicating that implicit biases about women may be present in student evaluations of faculty teaching.
Related Links	https://europepmc.org/backend/ptpmcrender.fcgi?accid=PMC10697483&blobtype=pdf
Volume Number	9
DOI	10.15694/mep.2020.000043.1
PubMed Central reference number	PMC10697483
PubMed reference number	38058939
Journal	MedEdPublish [MedEdPublish (2016)]
e-ISSN	23127996
Language	English
Publisher	F1000 Research Limited
Publisher Date	2020-03-11
Publisher Place	London, UK
Access Restriction	Open
Rights License	This is an open access article distributed under the terms of the Creative Commons Attribution Licence, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Copyright: © 2020 Greenberg-Worisek AJ et al.
Subject Keyword	research education gender disparities faculty evaluations graduate
Content Type	Text
Resource Type	Article
Subject	Medicine