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4 Seattle J. Soc. Just. 591 (2005-2006)
Race and Gender Bias in Higher Education: Could Faculty Course Evaluations Impede Further Progress toward Parity

handle is hein.journals/sjsj4 and id is 617 raw text is: Race and Gender Bias in Higher Education: Could Faculty Course Evaluations Impede Further Progress Toward Parity? Therese A. Huston' Colleges and universities are making uneven progress towards reaching gender and racial equity. Although great strides have been made to increase the proportion of female to male students at the undergraduate level, less progress has been made in balancing the proportion of female to male faculty. Likewise, certain racial and ethnic groups have increased in numbers across college and university campuses, but other groups have made little headway compared to their growth in the general population. One could consider the glass half full: after all, a greater number of women and minorities in certain areas is good news. However, when one looks closely and compares the areas where women and minorities have made progress to the areas where inequities remain, one discovers the biases that perpetuate those lingering inequities. In other words, with closer scrutiny, the glass begins to look much emptier. This paper addresses three dimensions of race and gender bias in the postsecondary classroom. The first section asks the question: Who are the students? and examines the race and gender balance in both admission and graduation rates. The second section concerns Who does the teaching? and looks at the progress that has been made and that, disappointingly, still needs to be made to reach parity across race and gender among university faculty. The third section addresses a more subtle question: How is teaching evaluated? While the first half of the paper spotlights bias in the classroom through the relatively obvious questions of demographics, the second half of the paper uncovers how one aspect of the standard process for evaluating teaching, namely faculty course evaluations, has a relatively hidden source of bias against female faculty in male-dominated disciplines

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