Student Evaluations of Teaching in Higher Education Fail Everyone
I am deeply skeptical about two things—criticism of “young people today” as if this younger generation is somehow significantly less capable than older generations and student evaluations of teaching (SETs).
So nothing would be worse, in my opinion, than launching into a “young people today” screed based on student evaluations of teaching. Therefore, what follows is intended as an evidence-based observation toward understanding, not a criticism, grounded in both recent SETs and my 22 years teaching at a selective liberal arts university (after teaching 18 years at a rural high school).
Below, I consider how SETs are both entrenched in the reductive culture of evaluation in higher education and counter-productive to both teaching and learning.
Student Evaluations in a Culture of Evaluation
My students and I are trapped in a culture of evaluation that tends to perpetuate the concerns I raise above, despite my course-by-course efforts to avoid those negative consequences.
Why?
Ultimately, few organizations have as high a concentration of people with advanced degrees as colleges and universities. Yet, people with doctorates guarantee that debates and decision making will be tedious and laborious; however, those decisions are as negatively influenced by tradition and biases as you can find anywhere, regardless of how well educated everyone is.
One of the greatest examples of the failures of higher education is the use of SETs, a traditional system whereby students offer feedback on their professors and then those evaluations serve in different ways during the annual evaluations of professors as well as the tenure and promotion process.
What is the problem? Well, this is an example of tradition trumping evidence because research for many years has shown that SET are biased against the most marginalized groups of faculty—women, people of color, international faculty, etc.
Once again, two studies confirm the inherent bias of SET, as reported by Colleen Flaherty:
Two new studies on gender bias in student evaluations of teaching look at the phenomenon from fresh—and troubling—angles. One study surveyed students at the beginning of the semester and after their first exam and found that female instructors faced more backlash for grades given than did male instructors. The other study examined how ageism relates to gender bias in student ratings, finding that older female instructors were rated lower than younger women. The second study was longitudinal, so students were rating the same women more poorly over time, even as these professors were gaining teaching experience.
Both studies suggest that as women become more “agentic,” demonstrating agency via stereotypically male-associated traits, they are punished for violating gender norms with lower student ratings.
These studies have some nuances, but essentially, this fits into a very robust body of research that shows SET is harmful for faculty diversity, and thus, for students and colleges/universities:
Boring, A., Ottoboni, K., & Stark, P.B. (2016, January 7). Student evaluations of teaching (mostly) do not measure teaching effectiveness. ScienceOpen Research.
Uttl, B., White, C.A., & Gonzalez, D.W. (2017, September). Meta-analysis of faculty’s teaching effectiveness: Student evaluation of teaching ratings and student learning are not related. Studies in Educational Evaluation, 54, 22-42.
MacNell, L., Driscoll, A. & Hunt, A.N. (2015). What’s in a Name: Exposing Gender Bias in Student Ratings of Teaching. Innovative Higher Education, 40(4), 291–303. doi:10.1007/s10755-014-9313-4
Student evaluations of teaching are not only unreliable, they are significantly biased against female instructors, Anne Boring, Kellie Ottoboni, and Philip B. Stark, LSE Impact Blog
How Student Evaluations Are Skewed against Women and Minority Professors
New study could be another nail in the coffin for the validity of student evaluations of teaching
New analysis offers more evidence against student evaluations of teaching
Academic sexism: Research suggests students are biased against female lecturers
Student evaluations can’t be used to assess professors. They’re discriminatory
Gender Bias in Student Evaluations, Kristina M. W. Mitchell and Jonathan Martin
Most institutions say they value teaching but how they assess it tells a different story
Kelly-Woessner, A., & Woessner, M. (2006). My professor is a partisan hack: How perceptions of a professor’s political views affect student course evaluations. PS: Political Science and Politics, 39(3), 495-501.
Statement on Student Evaluations of Teaching, American Sociological Association, September 2019
The Weaponization of Student Evaluations of Teaching: Bullying and the Undermining of Academic Freedom, Jason Rodriguez
Evaluation of Women in Economics: Evidence of Gender Bias Following Behavioral Role Violations (2022), Whitney Buser, Cassondra L. Batz-Barbarich and Jill Kearns Hayter
Next, how do the negative consequences of SETs look in my courses primarily grounded in teaching writing?
Privilege as a Barrier to Learning
My almost four decades of teaching have been in two contexts with significant social class differences. My high school students were mostly working class and poor; my university students are quite privileged in terms of social class but also in terms of the quality of education they received before entering high education (many are from private school backgrounds).
Across both populations, I often am perceived (at first) as extremely demanding, and even harsh (or “mean”).
My high school students, many working class as I was (and I also attended the school where I taught), within a few weeks tended to flip in their opinion of my courses and even me. Many years later, I have very warm relationships with many of those students; and even those who still openly express that they aren’t fans of me as a person confirm that they appreciate the work I did as a teacher.
Achieving that level of connection and warmth with my university students has been rare to mostly absent. My university students, overwhelmingly privileged in many ways, are quite unlike me, having grown up working class and receiving my BA, MEd, and EdD from state universities.
When I reviewed my fall 2021 SETs, for example, and despite efforts to address the negativity (and even antagonism) in my spring 2021 SETs, I once again read a significant amount of negative, angry, and harsh responses to my courses.
A few things are going on, I think. First, I believe the Covid-era has in many ways inflated student stress, which is reflected in the increase of negative comments (a point I am making not to criticize students, but to acknowledge the larger forces at work and how SET data are rarely about teacher quality).
Second, while I reject the credibility and validity of SETs (as reflected in research on the practice listed above), I do think the data say less about teacher quality and more about the students themselves.
Now, putting those two points together allows me to draw some important conclusions about privilege as a barrier to learning.
Before I explore that thought, let me offer a few caveats.
Socioeconomic status is the strongest correlation to measurable student achievement; therefore, wealthy and white students disproportionately are labeled as “good” or “excellent” students.
However, if you dig deeper in that data, you discover that education is not the “great equalizer” but a marker for privilege; privilege itself actually trumps having more and so-called better education (extensive research supports that claim); for one example, see the following data:
People born into socioeconomic and/or race privilege tend to navigate and achieve advanced education degrees, but the privilege itself is the primary driver of their “success” (attaining high-paying jobs), not the education.
My university students often have backgrounds in selective private schools, and almost all of them have completed high school as top students (many having made As throughout their schooling).
When I examine the types of things students are critical of and even angry about, I am increasingly concerned that privilege is a barrier to learning even as these students successfully navigate college and continue to earn high grades.
Here are the types of things privileged students are critical of in my courses recently (again, I am not criticizing these students but offering this to describe and understand why they are struggling):
Privileged students are disproportionately offended by feedback and requirements for revision. Living in privilege that contributes to years of praise and success have created students who are very academically frail. As I have examined before, many students perceive all feedback as negative. Many of these students want to submit work once and have it immediately praised, and assigned an A. Being shown ways to revise and improve, being asked to revise—these approaches can trigger students of privilege.
Privileged students often have a “banking” concept of teaching and learning (that Paulo Freire criticized). In other words, my privileged students view my job as dispensing for them knowledge as capital; I, however, reject the “banking” concept of teaching and see the role of teacher as facilitator. Privileged students tend to resist having their autonomy as learners increased, viewing a teacher-as-facilitator as negligent or even lazy (not doing their job).
Privileged students are very skeptical of and often paralyzed by de-grading practices. Grades for privileged students have been positive experiences that confirm their belief that they are “good” students who have earned those grades. People in privilege often interpret success as mostly a reflection of their effort—and not their privilege. Removing grades removes their safety blanket. (One student from last fall claimed they were reduced to crying often in my course due to my non-grading practices.)
Privileged students prefer knowledge-based courses to process-and-product-based courses. Although certainly not exclusively so, privileged students seem to view knowledge as “objective” and process/product as “subjective”; therefore, the latter creates anxiety in them that they will not be successful (not make an A).
Privileged students perceive “being smart” as something you achieve and not a journey. Since they have often been told they are smart, they can misinterpret “smart” as their being “finished”; being challenged to learn more or, especially, to re-think their learning is perceived as an attack on their Selves.
Privileged students are hyper-sensitive to decorum, formality, and tone. While I recognize some of this point is grounded in my personality, I am increasingly aware that some of the tone tension between my students and me is class-based. I despise formality and do my work at a very high level of efficiency; my emails and my written feedback are terse and direct. Privileged students tend to interpret that style as mean, harsh, and discouraging. This issue with tone overlaps, I think, with my efforts to shift responsibility away from me doing work for students and toward students taking agency over their own learning (many students dislike my use of highlighting when I return written work, for example). As one of the most unexpected examples from my fall SETs, a student recommended I start using “Hi” to start my emails.
Privileged students cling desperately to playing school and performing as students. Tests, grades, assignment rubrics and grade scales/weights, lectures, etc., are the environment where they have flourished; anything that deviates from these traditional practices creates anxiety—and skepticism about the teacher.
Privileged students (like their conservative parents) fear radical ideas and change. This is basic human nature; when the world works for you, you fear change to that system. I am a critical educator and scholar so my approach to ideas and the world are perceived as not just radical, but threatening to their way of life.
In the grand scheme of my career as a teacher, I realize the folly in SETs because, once again, my SETs include dramatically contradictory responses side-by-side—praise for my feedback and willingness to help students learn followed by claims that my feedback is “vague” and “mean,” ultimately discouraging the student to learn.
Again, the feedback says far more about the students than my work as a teacher.
None the less, I believe I have turned a corner in my understanding of the complex nature of privilege in the teaching/learning dynamic.
Yes, on balance, of course, privilege is an incredible advantage, but like being labeled gifted, privilege can also be a barrier to learning—and being happy.
P. L. Thomas, Professor of Education Furman University, taught high school English before moving to teacher education. You can follow his work on Twitter at @plthomasEdD and on his blog at https://radicalscholarship.wordpress.com.