Students' preconceptions of professors: Benefits and barriers according to ethnicity and gender
Students' preconceptions of professors: Benefits and barriers according to ethnicity and gender
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DOI：
10.1177/0739986304273707
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发表时间：
2005-05-01
影响因子：
1.4
通讯作者：
Smith, G
中科院分区：
文献类型：
--
作者：
Anderson, KJ;Smith, G
本研究考察了教授和学生特征对大学教授前概念的影响。课程教学大纲为政治性的社会科学课程的版本不同的教学风格，教授性别和教授种族。共有633（44%拉丁美洲; 34%非洲裔美国人; 22%盎格鲁）本科生评价课程和教授的温暖，教授的能力和政治偏见的讲师。在与教授种族和教学风格相关的几项研究结果中，与具有各自风格的盎格鲁女性教授相比，拉丁裔教授在宽松的教学风格下被认为更温暖，而在严格的教学风格下则不那么温暖。英国男学生认为教授比其他学生更有政治偏见。结果进行了讨论的背景下，令人厌恶的种族主义和双重标准的评价，拉丁美洲教授。
The present study examined the influence of professor and student characteristics on students' preconceptions of college professors. Course syllabi for a politically charged social science course were constructed with versions varying by teaching style, professor gender; and professor ethnicity. A total of 633 (44% Latina; 34% African American; 22% Anglo) undergraduates rated the course and the instructor on professor warmth, professor capability, and political bias. Among several findings associated with professor ethnicity and teaching style, Latina professors were viewed as more warm when they had a lenient teaching style and less warm when they had a strict teaching style when compared with Anglo women professors with respective styles. Anglo men students perceived professors as more politically biased than did other students. Results are discussed in the context of aversive racism and a double standard of evaluation,for Latino professors.