Feedback

This page explores how bias can appear in feedback and student evaluations.

Questions to consider as you review the resources on this page:

How do you approach giving feedback?
Do you frame feedback differently for different students? If so, what is your internal criteria for this?
Are there particular student groups you feel more uncomfortable or apprehensive about approaching or giving critical feedback to?

The feedback withholding bias: Minority students do not receive critical feedback from evaluators concerned about appearing racist

How can we learn from our mistakes if we're unaware they exist? The present research tested the hypothesis that minority students receive less critical feedback on their written work from evaluators who are primarily externally motivated to inhibit their racial biases. Participants highlighted instances of good/bad writing in essays purportedly written by a White or a minority student. Results of two experiments showed that although participants provided equivalent amounts of positive feedback to both authors, they provided less negative feedback and gave higher grades to minority authors to the extent that they were externally but not internally motivated to respond without prejudice. This finding reveals that stigmatized students sometimes fail to receive the critical feedback necessary to identify areas needing improvement, particularly when evaluators are concerned about appearing prejudiced. The implications for educational equality are discussed.

The Mentor’s Dilemma: Providing Critical Feedback Across the Racial Divide

Two studies examined the response of Black and White students to critical feedback presented either alone or buffered with additional information to ameliorate its negative effects. Black students who received unbuffered critical feedback responded less favorably than White students both in ratings of the evaluator’s bias and in measures of task motivation. By contrast, when the feedback was accompanied both by an invocation of high standards and by an assurance of the student’s capacity to reach those standards, Black students responded as positively as White students and both groups reported enhanced identification with relevant skills and careers. This “wise,” two-faceted intervention proved more effective than buffering criticism either with performance praise (Study 1) or with an invocation of high standards alone (Study 2). The role of stigma in mediating responses to critical feedback, and the implications of our results for mentoring and other teacher-student interactions, are explored.

A Bias Toward Kindness Goals in Performance Feedback to Women (Vs. Men)

While research has documented positivity biases in workplace feedback to women versus men, this phenomenon is not fully understood. We take a motivational perspective, theorizing that the gender stereotype of warmth shapes feedback givers’ goals, amplifying the importance placed on kindness when giving critical feedback to a woman versus a man. We found support for this hypothesis in a survey of professionals giving real developmental feedback (Study 1, N = 4,842 raters evaluating N = 423 individuals) and five experiments with MBA students, lab participants, and managers (Studies 2–5, N = 1,589). Across studies, people prioritized the goal of kindness more when they gave, or anticipated giving, critical feedback to a woman versus a man. Studies 1, 3, and 5 suggest that this kindness bias relates to gendered positivity biases, and Studies 4a and 4b tested potential mechanisms and supported an indirect effect through warmth. We discuss implications for the study of motivation and workplace gender bias.

Student Evaluations

Sexism, racism, prejudice, and bias: a literature review and synthesis of research surrounding student evaluations of courses and teaching

This paper analyses the current research regarding student evaluations of courses and teaching. The article argues that student evaluations are influenced by racist, sexist and homophobic prejudices, and are biased against discipline and subject area. This paper’s findings are relevant to policymakers and academics as student evaluations are undertaken in over 16,000 higher education institutions at the end of each teaching period. The article’s purpose is to demonstrate to the higher education sector that the data informing student surveys is flawed and prejudiced against those being assessed. Evaluations have been shown to be heavily influenced by student demographics, the teaching academic’s culture and identity, and other aspects not associated with course quality or teaching effectiveness. Evaluations also include increasingly abusive comments which are mostly directed towards women and those from marginalised groups, and subsequently make student surveys a growing cause of stress and anxiety for these academics. Yet, student evaluations are used as a measure of performance and play a role in hiring, firing and promotional decisions. Student evaluations are openly prejudiced against the sector’s most underrepresented academics and they contribute to further marginalising the same groups universities declare to protect, value and are aiming to increase in their workforces.

Page updated

Report abuse