4.2 Article

Online teaching and gender bias

Related references

Note: Only part of the references are listed.
Article Economics

Gender Inequality in Paid and Unpaid Work During Covid-19 Times

Lidia Farre et al.

Summary: The study reveals that the pandemic lockdown in Spain has resulted in significant employment losses for low-skilled workers and college-educated women, increasing the gender gap in total hours worked. Despite men slightly increasing their participation in home production, women are still bearing the major burden, regardless of their labor market situation. Traditional explanations cannot fully explain the unequal distribution of domestic workload, with gender norms being a plausible explanation according to additional analysis.

REVIEW OF INCOME AND WEALTH (2022)

Article Economics

COVID-19, college academic performance, and the flexible grading policy: A longitudinal analysis

Naria Rodriguez-Planas

Summary: This study examined the differential effects of the COVID-19 pandemic on the academic performance of lower- and higher-income students using over 11,000 academic records. The findings suggest that lower-income students with lower pre-pandemic academic performance performed better than their higher-income peers during the pandemic, mainly due to their higher utilization of flexible grading options. However, top-performing lower-income students would have experienced a decrease in their GPA without the flexible grading policy.

JOURNAL OF PUBLIC ECONOMICS (2022)

Article Economics

Hitting where it hurts most: COVID-19 and low-income urban college students

Nuria Rodriguez-Planas

Summary: Based on a survey conducted during the summer of 2020, this study examines the impact of the COVID-19 pandemic on students' academic and economic outcomes. The findings reveal significant disruptions in students' lives, with a notable increase in class drops, graduation plan modifications, and a decrease in freshman fall retention rate. The pandemic also resulted in job losses, reduced earnings, and lower expected household income for a significant portion of students. Pell recipients, in particular, faced greater economic hardships. However, the educational differences between Pell recipients and non-recipients were primarily related to concerns about financial aid implications. Vulnerable student populations, including first-generation and transfer students, were disproportionately affected by the pandemic, experiencing more negative effects on both educational and employment outcomes compared to their peers.

ECONOMICS OF EDUCATION REVIEW (2022)

Article Multidisciplinary Sciences

Psychological impacts from COVID-19 among university students: Risk factors across seven states in the United States

Matthew H. E. M. Browning et al.

Summary: This study found that COVID-19 has varying psychological impacts on university students, with factors such as being female, having fair/poor health, being 18-24 years old, and knowing someone infected with COVID-19 increasing the likelihood of experiencing higher levels of psychological impact. On the other hand, students who were non-Hispanic White, had higher social class, spent more time outdoors, or less time on electronic screens were less likely to experience significant psychological impact.

PLOS ONE (2021)

Proceedings Paper Economics

COVID-19 Disruptions Disproportionately Affect Female Academics

Tatyana Deryugina et al.

AEA PAPERS AND PROCEEDINGS (2021)

Article Economics

Reducing discrimination in the field: Evidence from an awareness raising intervention targeting gender biases in student evaluations of teaching

Anne Boring et al.

Summary: The study found that a normative statement had no significant impact on gender discrimination in student evaluations of teaching, but an informational statement significantly reduced discrimination. Specifically, male students' evaluations of female teachers were notably affected.

JOURNAL OF PUBLIC ECONOMICS (2021)

Article Economics

Gender differences in couples' division of childcare, work and mental health during COVID-19

Gema Zamarro et al.

Summary: Research has shown that women shoulder a heavier burden in childcare during the COVID-19 crisis, even while still working. The current working situations of mothers seem to have limited influence on their provision of childcare. The division of childcare is associated with reduced working hours and an increased risk of transitioning out of employment for working mothers.

REVIEW OF ECONOMICS OF THE HOUSEHOLD (2021)

Article Economics

Gender Differences in Recognition for Group Work

Heather Sarsons et al.

Summary: The study investigates whether gender has an impact on credit attribution for group work through observational data and two experiments. Results show that men are tenured similarly whether they collaborate with others or work alone, while women are less likely to receive tenure the more they coauthor. This suggests that gender and stereotypes play a role in influencing credit attribution for group work.

JOURNAL OF POLITICAL ECONOMY (2021)

Article Economics

The impact of COVID-19 on student experiences and expectations: Evidence from a survey

Esteban M. Aucejo et al.

JOURNAL OF PUBLIC ECONOMICS (2020)

Article Economics

Inequality in the impact of the coronavirus shock: Evidence from real time surveys

Abi Adams-Prassl et al.

JOURNAL OF PUBLIC ECONOMICS (2020)

Article Multidisciplinary Sciences

Gender and cultural bias in student evaluations: Why representation matters

Y. Fan et al.

PLOS ONE (2019)

Article Social Sciences, Mathematical Methods

distcomp: Comparing distributions

David M. Kaplan

STATA JOURNAL (2019)

Article Economics

GENDER BIAS IN TEACHING EVALUATIONS

Friederike Mengel et al.

JOURNAL OF THE EUROPEAN ECONOMIC ASSOCIATION (2019)

Article Economics

Gender biases in student evaluations of teaching

Anne Boring

JOURNAL OF PUBLIC ECONOMICS (2017)

Article Economics

Gender, ethnicity and teaching evaluations: Evidence from mixed teaching teams

Natascha Wagner et al.

ECONOMICS OF EDUCATION REVIEW (2016)

Article Education & Educational Research

What's in a Name: Exposing Gender Bias in Student Ratings of Teaching

Lillian MacNell et al.

INNOVATIVE HIGHER EDUCATION (2015)

Article Economics

Can Gender Parity Break the Glass Ceiling? Evidence from a Repeated Randomized Experiment

Manuel F. Bagues et al.

REVIEW OF ECONOMIC STUDIES (2010)

Article Economics

Does Professor Quality Matter? Evidence from Random Assignment of Students to Professors

Scott E. Carrell et al.

JOURNAL OF POLITICAL ECONOMY (2010)

Article Economics

PROFESSOR QUALITIES AND STUDENT ACHIEVEMENT

Florian Hoffmann et al.

REVIEW OF ECONOMICS AND STATISTICS (2009)

Article Economics

Implicit discrimination

M Bertrand et al.

AMERICAN ECONOMIC REVIEW (2005)

Article Psychology, Social

Motivated stereotyping of women: She's fine if she praised me but incompetent if she criticized me

L Sinclair et al.

PERSONALITY AND SOCIAL PSYCHOLOGY BULLETIN (2000)