NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ942385
Record Type: Journal
Publication Date: 2011
Pages: 14
Abstractor: As Provided
Reference Count: 49
ISBN: N/A
ISSN: ISSN-0022-2984
Examining Student Evaluations of Black College Faculty: Does Race Matter?
Smith, Bettye P.; Hawkins, Billy
Journal of Negro Education, v80 n2 p149-162 Spr 2011
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. (Contains 1 table.)
Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A