Gender gap in teaching evaluations and its effect on course enrollments
Saygin, Perihan Özge (Universitat Autònoma de Barcelona)
Zhang, Xi (Kennesaw State University)

Data:	2025
Resum:	The disparity in teaching evaluations between male and female instructors is well documented. This paper demonstrates that, even when controlling for specific components of the same evaluation surveys, students tend to give lower overall ratings to female instructors compared to their male counterparts. Importantly, on popular rating platforms used by students, the average overall ratings are more prominently displayed than the detailed components of these evaluations. To explore the potential implications of this, we analyze data from two widely used teaching evaluation tools at a U. S. public research university: the online platform RateMyProfessors. com (RMP) and official university-conducted evaluations. By merging RMP ratings, official evaluations, and course enrollment data, we find that RMP's overall quality ratings have a greater influence on course enrollment than official evaluations, particularly affecting the enrollment decisions of female students. Additionally, our analysis reveals that conditional on all of these evaluations, male students have lower enrollment rates in the sections of the same courses offered by female instructors even when accounting for the average grades in these courses from previous semesters.
Nota:	Altres ajuts: acords transformatius de la UAB
Drets:	Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, la comunicació pública de l'obra i la creació d'obres derivades, fins i tot amb finalitats comercials, sempre i quan es reconegui l'autoria de l'obra original.
Llengua:	Anglès
Document:	Article ; recerca ; Versió publicada
Matèria:	Online ratings ; Teaching evaluations ; Course enrollments ; Gender gap
Publicat a:	Economics of education review, Vol. 104 (2025) , p. 102617, ISSN 1873-7382

DOI: 10.1016/j.econedurev.2024.102617

17 p, 2.2 MB

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