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Gender stereotypes: The case of in Mexico

Eva Arceo-Gomez () and Raymundo Campos-Vazquez

Economics of Education Review, 2019, vol. 72, issue C, 55-65

Abstract: In this study we analyze the extent of gender stereotypes in student evaluations of college professors on the internet site in Mexico. We downloaded more than 600,000 evaluations for the period 2008–18. The evaluations include three scores on a scale of 0 to 10: how easy it is to obtain a good grade, how much the professor helps his or her students obtain good grades, and how clearly the professor presents the concepts of the course. The site also allows students to comment on the professor and the class, and we performed a quantitative text analysis of these comments. We found that women receive lower scores than their male counterparts, although the difference is relatively small: 1–2% of a standard deviation. Students refer more to the appearance and personality of female professors, and describe them more often as “bad” or “strict.” They also refer to women in less respectful terms, calling them “maestra” (“teacher”), but calling men “profesor” or “licenciado” (the title corresponding to their academic degree), and they use less positive language for women (“good” vs. “great” or “excellent” for men). Finally, words associated with qualities of service (traditionally stereotyped as feminine) favor women more than men; whereas, words with traditionally masculine associations have a negative impact on women's evaluations.

Keywords: Gender; Stereotypes; Big data; Teaching evaluations; Mexico (search for similar items in EconPapers)
JEL-codes: D82 D83 I20 J16 O54 (search for similar items in EconPapers)
Date: 2019
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DOI: 10.1016/j.econedurev.2019.05.007

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