Examining gender bias in student evaluations of music teacher educators

IF 1.8 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Music Education Research Pub Date : 2023-05-27 DOI:10.1080/14613808.2023.2217715

Beatrice B. Olesko, Matthew Clauhs

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Abstract

ABSTRACT Through a randomised controlled experimental design, the purpose of this study was to determine whether the gender of a music teacher educator influenced student perceptions of professional and interpersonal teaching skills. Participants (N = 146) completed a student evaluation questionnaire after viewing five-minute teaching videos of a professor leading a lecture and mentoring a student teacher. The teaching videos were scripted and directed by the researchers. The female professor in this experiment scored significantly higher than the male professor on interpersonal measures (p < .001), however there was no significant difference between the male and female professor on professional quantitative measures. The male professor received a greater proportion of positive comments in the open response section of the questionnaire (p < .05) and significantly more positive comments related to professional traits (p < .05) than the female professor. These results suggest students may perceive professional and interpersonal teaching qualities differently in male and female music teacher educators.

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音乐教师教育工作者学生评价中的性别偏见

摘要通过随机对照实验设计，本研究的目的是确定音乐教师教育者的性别是否影响学生对专业和人际教学技能的认知。参与者（N = 146）在观看了教授主持讲座和指导学生教师的五分钟教学视频后，完成了一份学生评估问卷。教学视频由研究人员编写并指导。该实验中的女教授在人际关系测量方面的得分显著高于男教授（p < .001），但男性和女性教授在专业定量测量方面没有显著差异。男性教授在问卷的开放回答部分获得了更大比例的正面评价（p < .05），与职业特质相关的积极评价显著更多（p < .05）高于女教授。这些结果表明，在男性和女性音乐教师教育者中，学生对专业和人际教学质量的感知可能不同。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Music Education Research Multiple-

CiteScore

3.30

自引率

8.70%

发文量