Student Evaluations at Australian Universities Under Scrutiny for Gender adn Cultural Bias
Sydney, Australia – A new study from the University of Sydney is sparking debate about the validity of student evaluations of teaching, revealing potential gender and cultural biases that may unfairly impact academic assessments. The findings come as larger, research-intensive universities lag behind smaller institutions in student satisfaction rankings.
The university initially addressed the issue following a question regarding potential bias, clarifying there were no plans for “accent training” for staff. though, the research, led by Professor Laura Shepherd of the university’s Department of International Relations, demonstrates a consistent pattern of disadvantage for women and cultural minorities in student feedback.
“the quantitative study shows gender and cultural effects have a negative impact across all faculties and subjects,” Shepherd stated. Her research aligns with a growing body of literature suggesting student evaluations often measure popularity rather than teaching quality.
Shepherd explained the double standard in expectations: “Female-identified teachers are required to be nice, whereas male teachers tend to be commended if they are lively and engaging. Women were asked to be less uptight and smile more, which obviously has nothing to do with the quality of teaching.”
The study also highlights the importance of structural factors beyond an instructor’s control, such as tutorial size. Shepherd argues that smaller tutorial groups are crucial for fostering meaningful relationships between tutors and students, ultimately improving the student experience. “there are so many structural drivers of positive student experience and I know from personal experience that many of these are beyond the control of any individual instructor.”
The issue of student evaluation bias is occurring against a backdrop of differing satisfaction levels across Australian universities. Data reveals that smaller, private, and regional universities consistently achieve higher student satisfaction rankings than their larger, research-focused counterparts. According to the latest available data, UNSW, the University of Sydney, Monash University, and the University of Melbourne all rank in the bottom six of the nation’s 42 universities.This disparity raises questions about the student experience at larger institutions,where increased class sizes and a focus on research may contribute to a less personalized learning surroundings. The Sydney morning Herald recently explored this dynamic, questioning whether attending a “sandstone” university – a past term for Australia’s oldest universities – is still worth the investment.
the findings underscore a growing call for universities to re-evaluate their reliance on student evaluations as a primary metric for assessing teaching performance and to consider choice methods that prioritize objective measures of pedagogical effectiveness.
