在研究生临床翻译研究计划中,探索学生对教师的评估中的性别差异
Alexandra J Greenberg-Worisek1, Katherine E Cornelius1, Karen Weavers1
1Mayo Clinic College of Medicine and Science.
MedEdPublish (2016)
|December 7, 2023
概括
学生的评价显示,科学界的女性得分更高,但评论中的细微的性别语言可能会延续偏见. 这影响了教师的晋升和妇女在医学中的代表性不足.
科学领域:
- 生物医学研究的研究.
- 医学教育 医学教育
- 性别研究是关于性别的研究.
背景情况:
- 妇女在医学和生物医学研究中仍然不足,这一现象被称为"漏水管道".
- 教师推广通常会考虑学生对教学的评价.
- 在学生评估中潜在的性别偏见可能会加剧学术进步中的性别差距.
研究的目的:
- 调查学生对教师教学的评估中的潜在性别偏见.
- 在研究生生物医学研究培训计划中分析学生对细微性别差异的评论.
主要方法:
- 分析学生对两学年的教师教学的评价.
- 对学生评论中使用的语言进行定性检查.
- 对男性和女性教师的定量评级和定性反的比较.
主要成果:
- 与男性教师相比,女性教师获得了更高的定量教学评分.
- 定性分析显示,学生评论中使用的语言中存在微妙的性别差异.
- 这些语言差异表明学生评估中存在隐性偏见.
结论:
- 虽然定量评级有利于女性教师,但定性评论表明潜在的性别偏见.
- 学生评估中的隐性偏见可能会阻碍女性在学术医学中的晋升.
- 解决这些偏见对于改善生物医学研究和教师进步中的性别平等至关重要.
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