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Gender stereotyping in student perceptions of teaching excellence: Applying the shifting standards theory

Kwok, Kathryna
; 
Potter, Jacqueline
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Affiliation
Oxford Brookes University; University of Chester
EPub Date
Publication Date
2021-12-14
Submitted Date
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Centre for Professional and Economic Development
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Abstract
Existing characterisations of student conceptions of teaching excellence (TE) implicitly position it as an objective construct. This study investigated gendered differences in student-submitted nominations (n = 418) for an excellence award in a mid-sized university in England. Biernat’s shifting standards theory, which proposes that evaluative standards can shift due to stereotyping effects, was used to interpret the findings. Chi-square tests revealed significant effects of gender on the distribution and thematic content of nominations. Results suggested that students were more likely to nominate teachers of the same gender, but also that male students were disproportionately less likely to nominate a female teacher. Student conceptions of TE generally conformed to gender biases, particularly for male students. These findings indicate that students’ perceptions of high quality teaching are inextricable from sociocultural influence. Future research can continue to engage with the shifting standards theory to investigate the influence of gender and student perceptions of high quality teaching.
Citation
Kwok, K., & Potter, J. (2022). Gender stereotyping in student perceptions of teaching excellence: Applying the shifting standards theory. Higher Education Research & Development, 41(7), 2201-2214. https://doi.org/10.1080/07294360.2021.2014411
Publisher
Taylor & Francis
Journal
Higher Education Research & Development
Research Unit
URI
http://hdl.handle.net/10034/629094
DOI
10.1080/07294360.2021.2014411
PubMed ID
PubMed Central ID
Type
Article
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Description
© 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group
Series/Report no.
ISSN
0729-4360
EISSN
1469-8366
ISBN
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Unfunded
Additional Links
https://www.tandfonline.com/doi/full/10.1080/07294360.2021.2014411