Examining Student Evaluations of Black College Faculty: Does Race Matter? (2011)

ABSTRACT. The purpose of this study was twofold. First, to describe the undergraduate student ratings of teaching effectiveness based on the traditional 36-item end-of-course evaluation form used in the College of Education (COE) at a southeastern Research Extensive predominantly White institution. Second, using critical race theory (CRT) to compare the teaching effectiveness for the tenure-track faculty in this study based on race (White, Black, and Other racial groups including Asians, Latinos, and Native Americans). Three academic years of undergraduate level courses were used to analyze student ratings for 28 items (26 multidimensional, which address specific topics or a single aspect about instruction and 2 global/overall, which address value of course and teaching ability) on the end-of-course evaluation form. Eight of the 36 items request demographic information from the student. The findings showed that of the three faculty racial groups, Black faculty mean scores were the lowest on the 26 multidimensional items. On the two global items, which are used in making personnel decisions, Black faculty mean scores were also the lowest of the faculty groups analyzed.

Smith, B. P., & Hawkins, B. (2011). Examining Student Evaluations of Black College Faculty: Does Race Matter? The Journal of Negro Education80(2), 149–162. http://www.jstor.org/stable/41341117

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