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Analysis of Students’ Ratings of Teaching Quality to Understand the Role of Gender and Socio-Economic Diversity in Higher Education

机译:分析学生的教学质量等级,以了解性别和社会经济多样性在高等教育中的作用

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Contribution: This paper contributes to the literature by confirming the existence, in gender and socio-economic diversified higher educational environments, of differential evaluation ratings given by students to their teachers. Background: Women and low socio-economic classes have historically been under-represented, both as students and teachers. Various policies and measures are being put in place internationally to raise their standing, equity, and success as they progress in their careers. To be effective, the after effects of these policies must be investigated and understood. Research Questions: This paper addressed the question of whether gender and socio-economic differences, in both teachers and students, affect students' opinion of their teachers in higher education, across a number of disciplines. Methodology: The research analyzed the differentials in students' ratings of their teachers in five disciplines in the field of education. Data was drawn from student responses to the surveys conducted in a large Indian university at the end of each course unit. The survey questions elicit their perceptions of teaching quality in the disciplines of civil engineering, electrical engineering, computer science engineering, mathematics, humanities and social sciences. This paper analyzes 112 919 and 16 354 complete sets of student ratings, to study the gender and socio-economic diversity based effects respectively. Statistical multivariate and univariate general linear models were used to derive the relevant results and graphs. Findings: The study reveals the existence of socio-economic status bias, gender-typical behavior, gender-atypical behavior, and same-gender and cross-gender biases; these resulted in differential ratings in the disciplines examined.
机译:贡献:本文通过确认学生在性别和社会经济多元化的高等教育环境中存在学生给予其老师的不同评价等级,为文献做出了贡献。背景:从历史上看,妇女和低社会经济阶层的学生和教师人数均不足。国际上已制定了各种政策和措施,以随着职业发展提高自己的地位,公平和成功。为了有效,必须研究和理解这些政策的后遗症。研究问题:本文探讨了以下问题:在许多学科中,教师和学生的性别和社会经济差异是否会影响学生对高等教育老师的看法。方法:研究分析了教育领域五门学科的学生对学生的评价差异。数据是从学生对每个课程单元末尾在一所大型印度大学进行的调查的回答中得出的。调查问题激发了他们对土木工程,电气工程,计算机科学工程,数学,人文和社会科学学科的教学质量的看法。本文分析了112 919套和16 354套完整的学生评分,以分别研究基于性别和社会经济多样性的影响。统计多元和单变量通用线性模型用于得出相关结果和图形。研究结果揭示了社会经济地位偏见,性别典型行为,性别非典型行为以及同性别和跨性别偏见的存在;这些导致在所检查学科中的评分存在差异。

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