Gender Bias in Higher Education Do American community colleges, co

Research on Gender Bias in Higher Education

One of the foundational studies of gender bias in college and university classrooms was conducted by Hall and Sandler (1982) who observed 35 behaviors by which college faculty manifest gender bias in their interactions with female students. These behaviors included:

(1) interrupting women more frequently than men;

(2) calling on men more frequently than women;

(3) asking questions followed by eye contact with male students as if males were the only ones they expected to respond; (4) addressing the class as if no women were present (e.g. Suppose your wife did...);

(5) Using examples in which the professional is always labeled a male while the client or patient is always labeled a female;

(6) choosing more male teaching assistants than female teaching assistants;

(7) nominating more males for awards than females; and

(8) being more inclined to write letters of recommendations for males than for females.

In a study conducted a few years later, Sandler and Ha

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ograms, faculty attitudes, and preferred curricular approaches by surveying 30 program administrators and 247 faculty members in Michigan's pre-service programs. The study utilized content analysis and descriptive analyses including compilation of frequencies, percentages, and measures of central tendency and variability. Mader (1994) concluded that the analyses conducted on data revealed that gender equity instruction was present only at a minimal level. It did not occupy a prominent place in program policies or curricular design. It was also observed that while faculty members advocated gender equity instruction and inclusive approaches, they did not much include these in their own classes. Factors considered most facilitative of faculty making their instruction more gender equitable included more time and increased student interest. Faculty ranked themselves higher than their programs and their programs higher than the profession in general on the incorporation of scholarship on women. Open-ended comments revealed interest in improving gender equity instruction and frustration with obstacles to progress. Another study that relates to whether sexism has changed on campus was conducted by Turco (1994). This res
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Approximate Word count = 2932
Approximate Pages = 12 (250 words per page)

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