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• W1544626089 abstract "Abstract The purpose of this study was to describe student ratings of teaching effectiveness for women faculty at a Southern Research Extensive University. Of the 82 women 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 non-White 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. Introduction Many institutions of higher education have sought to increase the diversity among faculty members by recruiting and hiring faculty members from underrepresented groups (Aguirre, 2000; Orlans, 1992). The diverse faculty entering the academy is experiencing several dilemmas. One of the most noted and unexplored dilemma is problems associated with teaching evaluations. This is particularly factual for Black faculty. A review of existing literature reveals a plethora of research and professional literature on course evaluations and teaching effectiveness on Black faculty in higher education in general (Cooper, Massey, & Graham, 2006; Smith & Womble, 2000; Steward & Phelps, 2000) and for predominately White institutions specifically (Allison, 2008; Hendrix, 2007; Johnson-Bailey & Cervero, 2008; Stanley, 2006; Steward & Phelps, 2000; Vargas, 2002). However, the literature that does exist is mostly a qualitative exposition of teaching for Black faculty rather than a quantitative examination. In fact, Huston (2005) ascertains that there is relatively little in the way of empirical, quantitative research on the intersection of race and gender regarding course evaluations. For that reason, we designed this study to add to the literature concerning quantitative student evaluations on teaching effectiveness and the intersection of race and gender. As our nation becomes more diverse, many college campuses are employing more women and non- White faculty. Although the number of women and non- White faculty in higher education has been increasing, White women and non- White faculty still remain underrepresented in higher education relative to their numbers in the U.S. population (Aguirre, 2000). Furthermore, the nation's higher education institutions have made virtually no progress in increasing the representation of Blacks among their faculty (Perna, Gerald, Baum, & Milem, 2007) as only 5.5% of all full-time faculty nationwide were Black in fall 2003 (Cataldi, Fahimi, Bradburn, & Zimbler, 2005). This is only slightly higher than the occurrence in fall 1998 of 5.1% (Glover, Parsad, & Zimbler, 2002) and two decades ago when the number of Black faculty reached 4.7% of all full-time faculty (Carter & O'Brien, 1993). There are clusters of Black scholars who teach on traditionally White campuses throughout the nation, but they account for only a small proportion of the total number of faculty on individual campuses (Blackshire-Belay, 1998). For Black women, their faculty share increased minimally, from 3% to 4% from 198 1 to 1 991 (Carter & O'Brien, 1993) and slightly more in 2003 (Cataldi, et al., 2005). However, demographic predications of an increasingly female-and non- White-based work force have reinvigorated interest within the academy in recruiting qualified White and non- White women members into its professional ranks (Olsen, Maple, & Stage, 1995). …" @default.
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• W1544626089 date "2012-01-01" @default.
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• W1544626089 title "Student Ratings of Teaching Effectiveness: Implications for Non-White Women in the Academy." @default.
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