ERIC Number: EJ1331660
Record Type: Journal
Publication Date: 2022
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-0485
EISSN: N/A
Gender and Peer Evaluations
Espey, Molly
Journal of Economic Education, v53 n1 p1-10 2022
Peer evaluations for nearly 1,650 students in three different team-based learning economics courses are analyzed for evidence of gender differences in ratings given and received. The analysis controls for general academic skills and economics-specific skills as well as other individual and team characteristics. Females earn higher evaluations than males in introductory and intermediate-level microeconomic theory courses even when conditioning on achievement, but there is no statistically significant difference in a more advanced course. Finally, there is little evidence of gender bias in evaluations given; both males and females rate female teammates higher than male teammates.
Descriptors: Peer Evaluation, Economics, Cooperative Learning, Teamwork, Gender Differences, Academic Ability, Grade Point Average, Instructional Program Divisions, Undergraduate Students, Student Characteristics, Introductory Courses, Advanced Courses
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A