Rethinking Bias in Student Evaluations at the Intersection of Gender and STEM

• In Event: Reimagining, Reframing and Resisting: Exploring Racial Inequity Within Our Institutions

Abstract

Student evaluations are a key metric in higher education, yet concerns persist about potential gender bias, particularly in STEM contexts. Drawing on five years of faculty evaluation data from a large, diverse research university, this study examines the relationship between professor gender, course STEM status, and student evaluation scores. Using role congruity theory, we hypothesized that women faculty—especially in STEM—would receive lower evaluations. While statistically significant differences emerged, effect sizes were negligible, offering limited support for gender bias. Our findings challenge dominant assumptions and highlight the need to rethink how we assess teaching. In line with AERA’s 2026 theme, we view this work as a practice of “futuring,” reimagining more equitable evaluation systems grounded in empirical scrutiny and historical awareness.

Authors

• Summer Robinson, University of Houston

• Paul Anthony Turcotte, University of Houston

• Virginia W. Snodgrass Rangel, University of Houston

• Nia Soeharto, University of Houston

• Mark Clarke, University of Houston

• Robert McPherson, University of Houston