Engendering inequities: precariously employed academic women's experiences of student evaluations of teaching.

STUDENT evaluation of teachers; EFFECTIVE teaching; ACADEMIC achievement; EDUCATIONAL objectives; COLLEGE students; HIGHER education

Grounded in intersectional feminist approaches, this study explores the equity impacts of student evaluations of teaching (SETs) on precariously employed women in the academy. Despite their overrepresentation in the academic teaching workforce, precariously employed women are a demographic group that remains underrepresented in research on SETs. Thirty-four qualitative interviews with precariously employed academic women at a university in Ontario, Canada, were conducted to explore their experiences of SETs. The participants critiqued SETs' role in perpetuating feminized and racialized labour market precarity, and undermining their professional autonomy and professionalization. They also described how SETs subject them to discriminatory evaluations based on their gender, race and age, and the impacts thereof on their workload and mental health. This study's findings reveal the importance of recognizing SETs' impact on equity and the need to change teaching evaluation policy in higher education. [ABSTRACT FROM AUTHOR]

Copyright of Gender & Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)