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  • Gender and cultural bias in student evaluations: Why representation matters

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    Waters748629-Published.pdf (1.601Mb)
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    Author(s)
    Fan, Y
    Shepherd, LJ
    Slavich, E
    Waters, D
    Stone, M
    Abel, R
    Johnston, EL
    Griffith University Author(s)
    Waters, David M.
    Year published
    2019
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    Abstract
    Gendered and racial inequalities persist in even the most progressive of workplaces. There is increasing evidence to suggest that all aspects of employment, from hiring to performance evaluation to promotion, are affected by gender and cultural background. In higher education, bias in performance evaluation has been posited as one of the reasons why few women make it to the upper echelons of the academic hierarchy. With unprecedented access to institution-wide student survey data from a large public university in Australia, we investigated the role of conscious or unconscious bias in terms of gender and cultural background. ...
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    Gendered and racial inequalities persist in even the most progressive of workplaces. There is increasing evidence to suggest that all aspects of employment, from hiring to performance evaluation to promotion, are affected by gender and cultural background. In higher education, bias in performance evaluation has been posited as one of the reasons why few women make it to the upper echelons of the academic hierarchy. With unprecedented access to institution-wide student survey data from a large public university in Australia, we investigated the role of conscious or unconscious bias in terms of gender and cultural background. We found potential bias against women and teachers with non-English speaking backgrounds. Our findings suggest that bias may decrease with better representation of minority groups in the university workforce. Our findings have implications for society beyond the academy, as over 40% of the Australian population now go to university, and graduates may carry these biases with them into the workforce.
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    Journal Title
    PLoS One
    Volume
    14
    Issue
    2
    DOI
    https://doi.org/10.1371/journal.pone.0209749
    Copyright Statement
    © 2019 Fan et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
    Subject
    Education systems
    Publication URI
    http://hdl.handle.net/10072/411849
    Collection
    • Journal articles

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