The Role of Gender in Students' Ratings of Teaching Quality in Computer Science and Environmental Engineering

Autor/inn/en	Price, Linda; Svensson, Ingrid; Borell, Jonas; Richardson, John T. E.
Titel	The Role of Gender in Students' Ratings of Teaching Quality in Computer Science and Environmental Engineering
Quelle	In: IEEE Transactions on Education, 60 (2017) 4, S.281-287 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Richardson, John T. E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-9359
DOI	10.1109/TE.2017.2696904
Schlagwörter	Foreign Countries; Student Attitudes; Computer Science Education; Engineering Education; Questionnaires; Rating Scales; Gender Differences; Teacher Characteristics; College Faculty; College Students; Interaction; Statistical Analysis; Career Development; Educational Quality; Teacher Competencies; Student Surveys; Womens Education; Multivariate Analysis; Sweden + Suchen Sie Ihr Suchwort? Ausland; Schülerverhalten; Computer science lessons; Informatikunterricht; Ingenieurausbildung; Fragebogen; Rating-Skala; Geschlechterkonflikt; Fakultät; Collegestudent; Interaktion; Statistische Analyse; Berufsentwicklung; Quality of education; Bildungsqualität; Lehrkunst; Schülerbefragung; 'Women''s education'; Frauenbildung; Multivariate Analyse; Schweden
Abstract	Students' ratings of teaching quality on course units in a computer science program and an environmental engineering program at a large Swedish university were obtained using the Course Experience Questionnaire; 8888 sets of ratings were obtained from men and 4280 sets were obtained from women over ten academic years. These student ratings from the two programs showed certain differences; in particular, teachers tended to receive higher ratings in subjects that were less typical for their gender than in subjects that were more typical for their gender. There were differences in the ratings given to male and female teachers, differences in the ratings given by male and female students, and interactions between these two effects. There was no systematic trend for students to give different ratings to teachers of the same gender as themselves than to teachers of the other gender. Nevertheless, without exception, even the statistically significant effects were small in magnitude and unlikely to be of theoretical or practical importance. It is concluded that the causes of differences in the career progression of male and female teachers in engineering education need to be sought elsewhere. (As Provided).
Anmerkungen	Institute of Electrical and Electronics Engineers, Inc. 445 Hoes Lane, Piscataway, NJ 08854. Tel: 732-981-0060; Web site: http://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=13
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01