Noah Crane

My name is Noah Crane. I am a sophomore psychology major and sociology minor here at the College of Wooster.

I am from Geneseo, New York which is near Rochester

My favorite things to do on campus included running, drinking tea with friends, and spending time in the library with my friends.

I am interested in educational psychology because I one day hope to become an educational psychologist who helps kids who struggle academically and/or socially in a school setting. As someone who struggled in elementary school with a fine motor skills disability in my right hand, I want to pursue a career where I can help kids who require more special attention so that they can grow and engage in their education to the best of their ability. I am also very passionate about the mental health problems that are currently present in the educational systems and how the lack of proper resources for the developmentally disabled have such a profoundly negative affect on their educational and social successes.

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Research Proposal Brainstorm of Ideas

1. One idea for a research proposal is looking at how students with special educational needs or developmental disabilities develop their own self-esteem about their academic performance in schools, depending on whether they experience full-time or part time special education during a regular school week. The Who of this proposal would be upper elementary students (Grades 4-6) who currently have an IEP or some sort of learning or developmental disability. The independent variable is whether or not students experience a full-time special education, as opposed to students who only experience some form of part time education. The dependent variable is a student’s self-esteem towards how they are doing in schools academically. The hypothesized correlation could be that students who receive a full-time special education would have a higher self-esteem than students who do not. The potential reason behind this correlation could be because students who receive a full-time special education have more time and support being focused on their specialized academic success.
2. Another idea for a research proposal could be the effect of having an instructor of a racial minority on white high school students’ conceptualization of race and racism. The Who of this proposal would be white high school students (Grades 9-12) from schools across the United States that are randomly selected. The independent variable for this proposal is whether or not students receive a lecture from a professor who is a member of a racial minority in the United States. The dependent variable for this research proposal is what students’ thoughts and feelings are on the concept of other races and racism, after experiencing a lecture from an instructor of a racial minority. The hypothesized correlation could be that white student’s who experience a lecture with an instructor of a racial minority would have more positive attitudes and conceptualizations about race and racism than white student’s who experience a lecture from a white instructor. The potential reason behind this could be that the exposure to a racial minority in a positive situation will inhibit perspective-taking with the white student’s whom are listening to an instructor who is a different race than them.

Article for Article Critique: https://www.sciencedirect.com/science/article/pii/S1041608018301651?via%3Dihub

Research Statement

For my research proposal, I will examine the effects of a student and professor’s race and gender on how students evaluate a professor’s classroom performance, effectiveness, and knowledge. I will be looking into specifically how white male, white female, black male, and black female students all assess white male, white female, black male, and black female professors differently. I hypothesize that black male professors will be rated lower than white male professors, and that in general female professors are rated higher than male professors. I wish to study this topic because I hope that it could bring about more information that could reduce instructional biases and better teacher-student relationships between those of a differing gender or race. The implications of this present research involve understanding racial and gender biases within the university setting, and providing more insight on how these race and gender can affect our opinions and evaluations of an instructor within a classroom setting.

Annotated Bibliography

Wright, A., Gottfried, M. A., & Le, V.-N. (2017). A Kindergarten Teacher Like Me: The Role of   Student-Teacher Race in Social-Emotional Development. American Educational Research Journal, 54(1), 78S-101S. https://doi.org/10.3102/0002831216635733

This study aims to examine the relationship between the race of both students and teachers and the ratings of teachers on a student’s social-emotional development in a kindergarten classroom. Specifically, the authors wanted to study whether or not students of color have higher ratings when they have a teacher of the same racial/ethnic group. The sample for this study consisted of data collected from the National Center for Education Statistics, which resulted in a sample of 9,140 kindergarten students. Students were separated into groups depending on their race/ethnicity and the race/ethnicity of their teacher. Teachers were surveyed on their perceptions of students’ behaviors, interpersonal skills, approaches to learning, and overall self-control. Results demonstrated that teachers who were of the same race/ethnicity of their students had more ratings of students’ externalizing behaviors, meaning that teachers rate students differently in relation to their race/ethnicity.

This article relates to my topic because it explores the relationship between students and teachers dependent on their race. It does not directly relate to my own research since it looks into a sample of kindergarteners whereas my research topic focuses on college students in higher education. These findings help me process my research topic in a clearer manner in that it furthers the concept of race/ethnicity affecting teacher’s opinions about their students. Unfortunately, my study does not further build on the authors’ findings.

Bachen, C. M., McLoughlin, M. M., & Garcia, S. S. (1999). Assessing the role of gender in college students’ evaluations of faculty. Communication Education, 48(3), 193–210. https://doi.org/10.1080/03634529909379169

This study aims to investigate whether students’ assessments of male and female professors are influenced by traditional gender schema associated with specific gender roles that society has for both males and females. The sample for this study consisted of almost 500 university students who were surveyed about their own perceptions of male and female faculty. The authors analyzed five different factors that reflected on stereotypical characteristics consistent with masculine and feminine traits. Results demonstrated that female students evaluated female professors highly across their five teaching factors, while at the same time evaluating male professors lower. Male students did not rate the two groups of professors differently with any statistical significance. This conveys that there is a difference in how students view professors, based on their gender.

This article relates to my topic because it explores the relationship between students and teachers dependent on their gender. It does relate to my own research since it looks into college students within higher education and their relations with professors, specifically in how they rate their professors differently. These findings help me process my topic in a clearer manner in that it furthers the concept of gender affecting student opinions about their teachers, which I will be looking into. My proposed research does further build on the authors’ findings because my research will look at the correlation between having a male versus a female professor, while at the same time examining the effects of race on that correlation on a student’s evaluation.

Marcus, G., Gross, S., & Seefeldt, C. (1991). Black and White students’ perceptions of teacher treatment. The Journal of Educational Research, 84(6), 363–367. https://doi.org/10.1080/00220671.1991.9941817

This study aims to explore the relationship between black and white fifth-grade students’ perceptions of how their teachers treated them. Specifically, the authors hypothesized that black students would have lower perceptions of teacher treatments than white students. The sample for this study consisted of a random selection of forty black fifth-graders and forty white fifth-graders from a suburban public school in the Mid-Atlantic area. The authors employed the “Teacher Treatment Inventory” to determine the children’s’ perceptions of their teachers. Results demonstrated that there was no significant difference in the student’s perceptions of their teachers between the two groups of fifth-graders, meaning that both black and white students believe that their teachers are treating them equally. However, there was a difference between males and females in the perceptions of teacher treatment.

This article relates to my topic because it explores the relationship between students of different races and genders on how they interpret their teacher’s behaviors towards them. It does not directly relate to my own research since it looks into elementary students rather than college students in higher education. These findings help me process my topic in a clearer manner in that it furthers the concept of race affecting student opinions about their teachers, specifically between black and white students which will be my main focus when discussing race in my research. My study does further build on the authors’ findings because my study will look at how black and white students view their teacher’s differently in more areas besides teacher treatment, such as teacher performance and teacher knowledge.

Cullinan, D., & Kauffman, J. M. (2005). Do race of student and race of teacher influence ratings of emotional and behavioral problem characteristics of students with emotional disturbance? Behavioral Disorders, 30(4), 393–402.

This study aims to investigate the relationship between the race of students and teachers and the ratings of teachers on students’ emotional and behavioral problem. Specifically, the authors hypothesized that black students are more likely to be identified with emotional disturbances than white students by their teachers. The sample for this study consisted of a random selection of 769 students from across the U.S. who receive special education. The authors employed the “Scale for Assessing Emotional Disturbance” to determine the teacher’s assessment of the students’ emotional and behavioral problems. Results demonstrated that there was no general difference between teacher’s assessments of white and black students of having emotional problems. However, there was a significant difference between teacher assessments of black and white student when examining specific behavioral problems such as inappropriate behavior or depression. This conveys that teacher’s perceptions of black and white students with emotional or behavioral problems vary differently across specific problems.

This article relates to my topic because it explores the relationship between students of different races on how their teachers interpret their behaviors differently. It does not directly relate to my own research since it looks into elementary students rather than college students in higher education, and it also looks into teacher evaluations of students and their behaviors rather than student assessments of teachers and their behaviors. These findings help me process my topic in a clearer manner in that it furthers the concept of race affecting teacher relations and opinions towards their students, specifically between black and white students which will be my main focus when discussing race in my research. My study does not further build on the authors’ findings, since my study will focus on how race affects student’s opinions of teacher performance and does not go into any in-depth discussions on student behavioral problems.

Smith, B. P., & Hawkins, B. (2011). Examining student evaluations of Black college faculty: Does race matter? Journal of Negro Education, 80(2), 149–162.

This study aims to compare the ratings of white and black college faculty given by college students from a predominantly white institution. Specifically, the authors hypothesized that black faculty members are more likely to be rated lower on certain teaching items by students in relation to white faculty members. The sample for this study consisted of a three-year database of 13,702 undergraduate evaluation forms. The authors separated these evaluations based on the race of the professor. Results demonstrated that out of the thirty-six teaching items in which faculty were rated on, black faculty scored the lowest on twenty-six of these items. This conveys that students in general will rate black faculty lower than white faculty or faculty of another race apart from white or black, which the authors did control for.

This article relates to my topic extensively because it depicts the differences between white and black faculty at a university in terms of student ratings. It does specifically relate to my own research since it looks at college students in higher education and how they evaluate white and black professors differently, even if it does not control for gender or the race of the student. These findings help me process my topic in a clearer manner in that it furthers the concept of race affecting teacher evaluations given by their students and opinions of students towards white and black professors. My research does further build on the authors’ findings, since my research will focus on how race and gender can affect a student’s opinions of teacher performance.

Basow, S. A., Phelan, J. E., & Capotosto, L. (2006). Gender Patterns in College Students’ Choices of Their Best and Worst Professors. Psychology of Women Quarterly, 30(1), 25–35. https://doi.org/10.1111/j.1471-6402.2006.00259.x

This study aims to examine the patterns between male and female students when assessing their choices of whom are the best and worst professors, which is controlled by how often they choose male or female professors as the best or the worst overall. The sample for this study consisted of 220 undergraduate students, 83 males and 137 females, from a public university in California. The authors asked each student who were their best and worst professors at college, and recorded the gender of both the student and the professor that the student had chosen. Results showed that in general, male students were more likely to choose a male professor as their best professor than female students. Also, female students choose both male and female professors as their best professor somewhat equally, and both genders of students had no gender differences in their choices for their worst professor. This conveys that gender of the professor and gender of the student both play a factoring role in student evaluations towards their professors.

This article relates to my topic because it depicts the differences between male and female faculty at a university in terms of how male and female students evaluate them, which is something that my own research will be examining as another factor on top of race of student and professor. It does specifically relate to my own research since it looks at college students in higher education and how they evaluate professors differently based on gender, even if it does not control for the race of the student or professor. These findings help me process my topic in a clearer manner in that it furthers the concept of gender affecting teacher evaluations given by their students and opinions of students towards professors who are a different gender than them. My proposed study does further build on the authors’ findings, since my study will focus on how race and gender can both play a role in affecting students’ opinions of overall faculty performance.

Washington, V. (1982). Grade level differences in teacher perceptions of students by race and sex. Journal of Applied Developmental Psychology, 3(1), 81–83. https://doi.org/10.1016/0193-3973(82)90034-X

This piece aims to convey the grade level differences of teacher’s perceptions of their students, based on the race and sex of their students. Specifically, the author hypothesizes that grade level can affect these perception differences in that children in higher grade levels are more likely to experience more positive perceptions by their teacher than children in lower grade levels. The sample for this study consisted of a random selection of 64 teachers of the first and fourth grade, who had at least 15% enrollment of black students in their classroom. The author asked each teacher to identify each student with one trait out of a selection of twelve traits, six being positive and the other six being negative. Results demonstrated that fourth grade teachers were more likely to give a higher percentage of black students a positive trait than first grade teachers. This conveys that the grade level of a student does have an effect on how teachers evaluate and perceive their students who are of a different race.

This article relates to my topic because it depicts the differences between teacher perceptions of black and white students while also controlling for the grade level and age of the students. It does not specifically relate to my own research since it looks at elementary students rather than college students, and does not focus on student evaluations towards their teachers. These findings help me process my topic in a clearer manner in that it furthers the concept of race affecting teacher evaluations about their students and opinions of their students based on that student’s race. My research does not further build on the author’s findings, since my research will not look into the factor of grade level or age.

Witty, J. P., & DeBaryshe, B. D. (1994). Student and teacher perceptions of teachers’ communication of performance expectations in the classroom. Journal of Classroom Interaction, 29(1), 1–8.

This study aims to explore the differences between male student’s perceptions of their teachers and the treatment of teachers towards their students, based on achievement levels and race of a student. Specifically, the authors hypothesize that male students perceive their teachers as giving more praise to white, higher achieving students, while giving more positive personal regard for average achieving black students. The sample for this study consisted of a random selection of 14 teachers and 60 male students. The authors employed multiple surveys containing thirty items relating to both the teachers and the student’s perceptions of classroom interactions. Results showed that students were more likely to state a difference in classroom interactions between teachers and students than teachers. This conveys that students have different assessments of the classroom environment and the teacher-student relationships than teachers do.

This article relates to my topic because it depicts how students are more often to perceive treatment differences based on race and achievement level than teachers. It does not specifically relate to my own research since it looks at middle school students (grades 7-9) rather than college students, and does not focus on the race of the teachers. These findings help me process my topic in a clearer manner in that it furthers the concept of race affecting student evaluations about their teachers and opinions of their teachers based on how they interact with students of a different race. My research does not further build on the authors’ findings, since my research will not look into the factor of achievement level or teacher encouragement.

Smith, B. P. (2009). Student Ratings of Teaching Effectiveness for Faculty Groups Based on Race and Gender. Education, 129(4), 615–624.

This study aims to investigate the correlation between student ratings of how effective their professor and the race and gender of their professor whom they are evaluating on teaching effectiveness. The sample for this study consisted of a collection of student data for 190 tenured faculty at The Southern Research University. Among the faculty, 95 were white males, 61 were white females, 11 were black males, and 13 were black females. The author employed a standard thirty-six item evaluation form from a data collection of over 20,000 student evaluations, relating to the general effectiveness and performance of the professor. Results demonstrated that black males and females were rated the two lowest faculty groups for overall teaching effectiveness by students. This conveys that students will tend to evaluate black professors lower than white professors on teaching ability and effectiveness.

This article relates to my topic because it depicts how students evaluate professors differently based on the race and gender of the professor. It does specifically relate to my own research because it examines how college students assess different faculty groups differently from one another in terms of race and gender of the professor, even if it does not directly control for race and gender of the student evaluators. These findings help me process my topic in a clearer manner in that it furthers the concept of race affecting how student evaluate their professor’s teaching ability and effectiveness in the classroom setting. My research does further build on the author’s findings, since my research will also look into the factors of student race and gender, as well as how student’s rate their professors on more than simply teaching ability and effectiveness.

Liu, P. P., Savitz-Romer, M., Perella, J., Hill, N. E., & Liang, B. (2018). Student representations of dyadic and global teacher-student relationships: Perceived caring, negativity, affinity, and differences across gender and race/ethnicity. Contemporary Educational Psychology, 54, 281–296. https://doi.org/10.1016/j.cedpsych.2018.07.005

This study aims to compare the dyadic relationships between students and teachers and how these relationships are represented by students of different racial backgrounds and gender identities. This piece also provides greater insight on how race and gender may affect these teacher-student relationships within a school climate. The sample for this study consisted of 657 students from grades 9 through 11, in which 60% of them were white, 17% were black, 10% were Asian, 9% were Hispanic, and 3% were Native American or multi-ethnic. 55% of the sample was female and 45% was male. The authors employed open-response survey prompts that were compiled into a set of qualitative data to be analyzed. Results demonstrated that there were no significant differences between students of different genders for their representation of their teacher-student relationships. However, the differences between students of different races were statistically significant, in that white students had more representation in positive teacher-student relationships. This conveys that students of different racial backgrounds will experience different positive and negative representations within their relationships that they have with their teachers.

This article relates to my topic because it depicts how students of differing racial backgrounds interpret their student-teacher relationships differently, which in turn has an effect on how students of different races perceive their teachers differently. It does not specifically relate to my own research because it examines high school students rather than college students, and it more so focuses on the dyadic relationships between teachers and students instead of student’s assessments of teachers. These findings help me process my topic in a clearer manner in that it furthers the idea that students from different backgrounds feel differently about their teachers and have different student-teacher relationships than one another. My research does not further build on the authors’ findings, since my research will examine more how these racial and gender differences affect student’s opinions about their teacher rather than how they affect the student’s personal relationship with their teacher.

Punyanunt-Carter, N., & Carter, S. L. (2015). Students’ Gender Bias in Teaching Evaluations. Higher Learning Research Communications,5(3), 28–37.

This study aims to examine the relationship between the gender of the student and professor and the amount of gender bias that is present in the student’s evaluation of the professor. The sample for this study consisted of a random selection of 58 students, in which 30 of them were male and 28 of them were female. The authors separated them into two groups, in which one group evaluated the professor who was stated to be male and the other evaluated the professor who was stated to be female. Then, each group of students was asked a series of survey questions about how well or poorly their professor performed. Results from this demonstrated that there is a gender bias in that male students believed the professor to be more effective when they were claimed to be female. However, this gender bias did not have a significant effect on the overall ratings between the two groups, and neither male or female students chose the male or female professor consistently. This conveys that gender bias present in student evaluations of teachers are not as statistically significant as previously thought, and that they do not pose a significant effect on the evaluations themselves.

This article relates to my topic because it depicts how students can assess male and female professors in a different manner, based on their own gender. It does specifically relate to my own research because it examines college students and it focuses on effects of gender differences on overall student evaluations of professors. These findings help me process my topic in a clearer manner in that it furthers the idea that male students and female students compare male professors and female professors differently, while still in general sharing similar evaluations. My research does further build on the authors’ findings, since my research will examine how race can also affect a student’s evaluation of a professor, depending on the race and gender of both the student and the professor.

Scott, T. M., Gage, N., Hirn, R., & Han, H. (20180524). Teacher and student race as a predictor for negative feedback during instruction. School Psychology, 34(1), 22. https://doi.org/10.1037/spq0000251

This study aims to convey the relationship between the race of the student and teacher and the amount of negative feedback that is given to the student by the teacher during instruction. The authors hypothesized that black male students are most likely to receive negative feedback from a teacher, regardless of the race or gender of that teacher. The sample for this study consisted of over 7,000 naturalistic observations from trained observers of teacher-student behaviors in public school classrooms. Results from this study depicted that regardless of their behavior, black students will receive more negative feedback from their teachers than white students. This conveys that black students are assessed and treated differently, as well as more negatively, in the classroom setting than white students, and that teachers of all races and genders follow this trend of negative feedback regardless of the behavior being demonstrated during instruction.

This article relates to my topic because it depicts how race can further impact the student-teacher relationships that occur in a classroom setting, and that race can not only effect a student’s view of a teacher, but can also affect the teacher’s view of a student. It does not specifically relate to my own research because it examines teacher’s behaviors towards students of a different race and gender, rather than looking into how students assess teachers of a different race or gender. These findings help me process my topic in a clearer manner in that it furthers the concept that gender and racial differences do exist within how teachers assess and respond to their students, as well as within how students assess and respond to their teachers. Unfortunately, my research does not further build on the authors’ findings, since my research will not discuss the implications of race and gender on teacher feedback during instruction, but rather on student feedback after instruction.

Mara S. Aruguete, Joshua Slater, & Sekela R. Mwaikinda. (2017). The Effects of Professors’ Race and Clothing Style on Student Evaluations. The Journal of Negro Education, 86(4), 494. https://doi.org/10.7709/jnegroeducation.86.4.0494

This study aims to investigate the effects of a professor’s race and clothing style on how well or poorly they are evaluated by their students. The authors hypothesized that black professors would be rated more poorly than white professors, and that professors with a more formal outfit would be rated higher than professors with a more causal outfit. The sample for this study consisted of 91 randomly-selected freshmen from a small, Midwestern college. The authors separated the students into four groups, in which they each received a photo of the professor and a description. The description was the same, but the photos were that of a formally dressed white professor, a formally dressed black professor, a casually dressed white professor, and a casually dressed black professor. Results from this study depicted that in general, students found the white professor to be more trustworthy than the black professor. Also, the black professor who was more formally dressed was viewed as more trustworthy than the black professor who was dressed more causal. However, students believed that the white professor was more trustworthy when he was dressed casually, and less trustworthy when he was dressed formally. This conveys even more that college students view black and white professors differently, to the point were black professors seem untrustworthy in casual clothes, but white professors are seen as being more trustworthy when they are in casual clothes.

This article relates to my topic because it depicts how race can affect the way that students view their professors, and the manner in which they may judge evaluate and assess them. It does specifically relate to my own research because it examines student’s behaviors towards professors of a different race, and how these differences in behaviors can also be affected by smaller factors outside of race such as clothing style. These findings help me process my topic in a clearer manner in that it furthers the idea that students conceptualize race in different ways such as through the style of one’s clothing. My research does not specifically build on the authors’ findings, since my research will not discuss the implications of clothing styles on the trustworthiness of a professor. However, I can build off of the author’s idea of how professors different racial groups experience different treatments and are viewed differently by students solely based off of their race.

Basow, S. A., Codos, S., & Martin, J. L. (2013). The effects of professors’ race and gender on student evaluations and performance. College Student Journal, 47(2), 352–363.

This study aims to explore the effects of a professor’s race and gender on how well or poorly they are rated by their students, and how well the students perform in the classroom. The authors hypothesized that black professors would be rated more poorly than white professors, and that students would do better when in the listening to a professor who is most similar to them in terms of race and gender. The sample for this study consisted of 325 randomly-selected undergraduates from a small private liberal arts college in northeastern U.S. (126 men, 206 women, 81% of the sample being Caucasian). The authors separated the students into four groups, in which they each received a lecture from either a white male, a white female, a black male, or a black female professor. Results from this study conveyed that in general, students did not have a significant preference for the white professor or the black professor in terms of student evaluations. However, students did perform better and learned the material more efficiently with the white professors than with the black professors. This conveys that race of instructor may have an effect on academic performance, but on multiple teaching items there was no significant difference between student evaluations of the four different faculty groups.

This article relates to my topic because it depicts how race can affect the way that students learn from their professors. It does specifically relate to my own research because it examines student’s attitudes towards professors of a different race, and how these differences can also affect how proficiently the student may learn the material from the professor. These findings help me process my topic in a clearer manner in that it furthers the concept that race and gender is very much involved in the relationships between students and professors and how students specifically are affected by their professor differently depending on their race and gender. My research does build further on the authors’ findings, since my research will look into how students can evaluate and think about professors and their teaching differently depending on the race and gender of both parties.

Cherng, H.-Y. S., & Halpin, P. F. (2016). The Importance of Minority Teachers: Student Perceptions of Minority Versus White Teachers. Educational Researcher, 45(7), 407–420. https://doi.org/10.3102/0013189X16671718

This study aims to examine the relationship between racial minority teachers and white teachers on student’s perceptions of their teacher. The sample for this study consisted of a data collection involving 2,756 teachers from 317 different schools within grades 4-9. The authors analyzed the student evaluations of those teachers from the data collection, in which students were asked multiple survey questions about their teacher. Results from this study demonstrated that students have varying perceptions of their teachers, based on the race of the teacher. Specifically, students more often had more positive ratings towards black and Latino teachers compared to white teachers. This conveys that many students actually prefer a teacher who is of a racial minority and has better perceptions of them as a teacher than they do towards white teachers.

This article relates to my topic because it depicts how race of the instructor has an impact on student’s perceptions towards that instructor. It does not specifically relate to my own research because it focuses more on elementary and middle school students, and does not control for the racial background of the students. These findings help me process my topic in a clearer manner in that it furthers the idea that race affects how students view their teachers, but not always do students favor teachers who are of a racial majority. My research does not build on the authors’ findings.

Literature Review

Introduction Paragraphs

• Hook about racial disparities between blacks and whites in the education world (percentage of educators by race).
• Discussion about black and white educators and the differences between how society views each in the profession of teaching.
• Existing work in the field of educational psychology about teacher evaluations and what factors may affect one’s teacher evaluations.
• This study will investigate how black professors and white professors are evaluated and how race plays into one’s views of a professor in terms of their teaching ability and effectiveness. This study will also look at gender as a confounding variable for professor evaluations given by college students.

1^st Bolded Heading= Student-Teacher Relationships

• What has been studied on the effects of student-teacher relationships, how are they formed and what are the implications. (Wright, Gottfried, & Le, 2017)(Witty & DeBaryshe, 1994)
• Findings about when do students have positive student-teacher relationships (Liu, Savitz-Romer, Perella, Hill, & Liang, 2018)

2^nd Bolded Heading= Race of Instructor

• Discussion of how race of the teacher and race of the student impacts the learning environment(Cullinan & Kauffman, 2005)(Cherng & Halpin, 2016)
• Include a sub-heading of Gender of Instructor (Bachen, McLoughlin, & Garcia, 1999)
• Is gender a third variable that affects teacher evaluations? Examine the role of gender in the classroom, and how students feel about educators based on gender.
• Include a sub-heading about Academic Outcomes(based on race/gender of instructor) (Scott, Gage, Hirn, & Han, 2019)

3^rd Bolded Heading= Teacher Evaluations

• Discuss the differences between students’ ratings of teachers of different races/genders. How and why are teaching evaluations discrepancies telling of a larger educational issue?
• Include a sub-heading of Race of Student(Marcus, Gross, & Seefeldt, 1991)
• Another sub-heading about Gender of Student (Basow, Phelan, & Capotosto, 2006)

4^th Bolded Heading (Final Heading) = Current Study

• Specifically, what do we know about the relationship between race and teacher evaluation, and how it may be affected by student-teacher relationships.
• More information about how one may find certain professors more effective or better at teaching, solely based on race.
• What are we still trying to figure out specifically regarding teacher evaluations based on race.
• I hypothesis that white students are more likely to find black professors less proficient in teaching than white professors. I also hypothesis that black students have the opposite trend in that they will find black professors more proficient than white professors. My third hypothesis, which controls for gender, is that gender differences will not produce statistically significant differences in teacher evaluations.

I.S. Symposium Reflection

During I.S. Symposium, I went to psychology major Emani Kelley’s poster presentation in room 260 in Williams hall. Emani’s independent study looked into the determinants of Latinx patients’ perceptions of trust in their physicians. She predicted that cultural sensitivity, perceived compassion, and the provider’s communication would all be positive predictors on the perceived trust that a Latinx patient would have with their primary care provider. Her methods involved surveying 88 Latinx participants using a myriad of different measures. Emani found statistically significant results in her I.S., and concluded that in order for there to be more trust between Latinx patients and their physicians, primary care provides need to be trained on cultural sensitivity and better communication with those from a different ethnic background. One aspect about Emani’s I.S. poster was that her poster used simplified English that explained her complicated psychological research so that everyone could understand her study and what she looked at and found. Also, when she was speaking to others she conveyed her research study very well and was able to answer anyone’s questions about her study. One thing that I would do differently for my I.S. poster presentation is that I would include a more in-depth methodology section so that people knew exactly how I came about my results. Overall, Emani’s I.S. seemed really interesting and her poster presentation during I.S. symposium was quite impressive.