Student ratings of instruction are used to elicit formative feedback to help improve teaching quality, however, due to their subjective nature they are vulnerable to implicit bias. In particular, gender bias, as framed by role congruity theory, has the potential to negatively impact female instructors more than their male counterparts. Changing the discourse and focus of the student ratings instruments from instructor performance to the students' learning and course experience may limit the effects of implicit bias while still providing useful feedback for instructors. Using a correlational descriptive mixed methods design allowed for comparisons in scores and comments associated with implicit bias and changes in its effect between the student rating instruments focused on instructor performance and those focused on the student experience. The results suggest that focusing on the student experience does reduce the amount of bias in the responses. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]