Who Speaks? Examining Response Patterns in Course Evaluations Through an Intersectional Lens

Course evaluations are widely used in higher education for high-stakes decisions about teaching effectiveness and faculty careers, yet their validity depends on who chooses to respond, as detailed in the literature. This study examines response patterns at an urban engineering school (N = 94,697 student-course observations across 8,794 students and 509 faculty) to identify systematic differences in participation by student and faculty demographics. Results show that participation is uneven across the student body, with domestic students and students of color significantly more likely to complete evaluations, while White students and international students participate at lower rates; these disparities persist after accounting for repeated observations within students and faculty, and faculty demographic characteristics are not significantly associated with response behavior. These patterns suggest that students of color and domestic students may feel a greater need to engage with evaluation systems, potentially because they view them as one of the few available mechanisms to have their voices heard, while others may feel less compelled to participate. Taken together, these findings highlight the importance of more intentionally designing and promoting evaluation systems that encourage broader and more representative participation, ensuring that student feedback more fully reflects the diversity and actuality of classroom experiences.