Citation

Student Ratings of Females in Black and White Teaching in the Academy

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Abstract:

The purpose of the current study was to describe student ratings of teaching effectiveness for female faculty at a Southern Research Extensive University. Of the 82 female faculty in this study, 61 or 74% were White, 13 or 16% were Black, and 8 or 10% were identified as “Other” (including Asians, Latinos, and Native Americans). Both undergraduate and graduate level courses were used to analyze student ratings for 28 items used for the end-of-course evaluation. Of these 28 items, 26 were multidimensional and addressed specific topics or a single aspect about instruction and 2 were global, which addressed the overall value of course and overall teaching ability. The finding showed that female faculty in this study had above average mean scores on the multidimensional and global items. White female faculty had higher mean scores than female faculty identified as “Other” and Black female faculty on all items, multidimensional and global. Also, there was a significant difference between the mean scores of White female faculty and Black female faculty on multidimensional and global items.
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Association:
Name: 36th Annual National Council for Black Studies
URL:
http://www.ncbsonline.org


Citation:
URL: http://citation.allacademic.com/meta/p561060_index.html
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MLA Citation:

Smith, Bettye. "Student Ratings of Females in Black and White Teaching in the Academy" Paper presented at the annual meeting of the 36th Annual National Council for Black Studies, Sheraton Atlanta Hotel, Atlanta, GA, Mar 07, 2012 <Not Available>. 2014-11-24 <http://citation.allacademic.com/meta/p561060_index.html>

APA Citation:

Smith, B. P. , 2012-03-07 "Student Ratings of Females in Black and White Teaching in the Academy" Paper presented at the annual meeting of the 36th Annual National Council for Black Studies, Sheraton Atlanta Hotel, Atlanta, GA <Not Available>. 2014-11-24 from http://citation.allacademic.com/meta/p561060_index.html

Publication Type: Individual Presentation
Review Method: Peer Reviewed
Abstract: The purpose of the current study was to describe student ratings of teaching effectiveness for female faculty at a Southern Research Extensive University. Of the 82 female faculty in this study, 61 or 74% were White, 13 or 16% were Black, and 8 or 10% were identified as “Other” (including Asians, Latinos, and Native Americans). Both undergraduate and graduate level courses were used to analyze student ratings for 28 items used for the end-of-course evaluation. Of these 28 items, 26 were multidimensional and addressed specific topics or a single aspect about instruction and 2 were global, which addressed the overall value of course and overall teaching ability. The finding showed that female faculty in this study had above average mean scores on the multidimensional and global items. White female faculty had higher mean scores than female faculty identified as “Other” and Black female faculty on all items, multidimensional and global. Also, there was a significant difference between the mean scores of White female faculty and Black female faculty on multidimensional and global items.


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Is teaching or teaching Black students more stressful? Racial literacy and socialization of White female education practitioners in urban schools

How White Female Teachers Construct Their Perceptions of Black Male Students in the Elementary Classroom

How White Female Elementary Teachers Construct Their Perceptions of Black Male Students in the Elementary Classroom


 
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