Undergraduate Students’ Perceptions on Student Evaluation of Teaching (SET):
Scholarship indicates the existence of implicit biases against nonnative English-speaking teachers (NNESTs). Those biases are revealed in terms of their ethnicity impacting their perceived comprehension by US native English-speaking students (NESSs) and how students’ prejudices against perceived “f...
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Indiana University Office of Scholarly Publishing
2025-07-01
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| Series: | Journal of the Scholarship of Teaching and Learning |
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| Online Access: | https://scholarworks.iu.edu/journals/index.php/josotl/article/view/35964 |
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| author | Soha Youssef |
| author_facet | Soha Youssef |
| author_sort | Soha Youssef |
| collection | DOAJ |
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Scholarship indicates the existence of implicit biases against nonnative English-speaking teachers (NNESTs). Those biases are revealed in terms of their ethnicity impacting their perceived comprehension by US native English-speaking students (NESSs) and how students’ prejudices against perceived “foreign” accents undermine NNESTs’ performance on Student Evaluation of Teaching (SETs). However, little research examines students’ abilities to detect implicit biases. To fill that gap, a qualitative study where 47 undergraduate NESSs from Midwestern University (pseudonym) were surveyed. On the survey, they were asked whether they have had experiences with NNESTs. Based on their answers, students were divided into 1. an Experience group who had experiences with NNESTs and 2. a No Experience group who had not had experiences with NNESTs. Both student groups were asked to interpret an existing SET question related to the English-speaking abilities of the instructor. The original hypothesis was that the Experience group would be more capable of detecting the question’s implicit bias and less inclined to reveal biases against NNESTs than the No Experience group. Feminist theory and a general inductive coding were operationalized for analysis. The findings indicated that though both groups revealed implicit biases in the shape of an imbalance in what Lippi-Green calls NESSs-NNESTs communicative labor, the Experience group expressed willingness to exert such labor, whereas the No Experience group did not. The implications present critical pedagogy as a potential intervention in the use of SETs where students are made aware of their implicit biases prior to evaluation.
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| format | Article |
| id | doaj-art-a2a332d0384d4ff6a5fab1d446214e2a |
| institution | Kabale University |
| issn | 1527-9316 |
| language | English |
| publishDate | 2025-07-01 |
| publisher | Indiana University Office of Scholarly Publishing |
| record_format | Article |
| series | Journal of the Scholarship of Teaching and Learning |
| spelling | doaj-art-a2a332d0384d4ff6a5fab1d446214e2a2025-08-20T03:58:45ZengIndiana University Office of Scholarly PublishingJournal of the Scholarship of Teaching and Learning1527-93162025-07-0125310.14434/josotl.v25i3.35964Undergraduate Students’ Perceptions on Student Evaluation of Teaching (SET): Soha Youssef0https://orcid.org/0000-0001-9474-1958Thomas Jefferson University Scholarship indicates the existence of implicit biases against nonnative English-speaking teachers (NNESTs). Those biases are revealed in terms of their ethnicity impacting their perceived comprehension by US native English-speaking students (NESSs) and how students’ prejudices against perceived “foreign” accents undermine NNESTs’ performance on Student Evaluation of Teaching (SETs). However, little research examines students’ abilities to detect implicit biases. To fill that gap, a qualitative study where 47 undergraduate NESSs from Midwestern University (pseudonym) were surveyed. On the survey, they were asked whether they have had experiences with NNESTs. Based on their answers, students were divided into 1. an Experience group who had experiences with NNESTs and 2. a No Experience group who had not had experiences with NNESTs. Both student groups were asked to interpret an existing SET question related to the English-speaking abilities of the instructor. The original hypothesis was that the Experience group would be more capable of detecting the question’s implicit bias and less inclined to reveal biases against NNESTs than the No Experience group. Feminist theory and a general inductive coding were operationalized for analysis. The findings indicated that though both groups revealed implicit biases in the shape of an imbalance in what Lippi-Green calls NESSs-NNESTs communicative labor, the Experience group expressed willingness to exert such labor, whereas the No Experience group did not. The implications present critical pedagogy as a potential intervention in the use of SETs where students are made aware of their implicit biases prior to evaluation. https://scholarworks.iu.edu/journals/index.php/josotl/article/view/35964nonnative English-speaking teachersstudent evaluation of teaching (SET)meaning negotiationimplicit biasescommunicative laborcritical pedagogy |
| spellingShingle | Soha Youssef Undergraduate Students’ Perceptions on Student Evaluation of Teaching (SET): Journal of the Scholarship of Teaching and Learning nonnative English-speaking teachers student evaluation of teaching (SET) meaning negotiation implicit biases communicative labor critical pedagogy |
| title | Undergraduate Students’ Perceptions on Student Evaluation of Teaching (SET): |
| title_full | Undergraduate Students’ Perceptions on Student Evaluation of Teaching (SET): |
| title_fullStr | Undergraduate Students’ Perceptions on Student Evaluation of Teaching (SET): |
| title_full_unstemmed | Undergraduate Students’ Perceptions on Student Evaluation of Teaching (SET): |
| title_short | Undergraduate Students’ Perceptions on Student Evaluation of Teaching (SET): |
| title_sort | undergraduate students perceptions on student evaluation of teaching set |
| topic | nonnative English-speaking teachers student evaluation of teaching (SET) meaning negotiation implicit biases communicative labor critical pedagogy |
| url | https://scholarworks.iu.edu/journals/index.php/josotl/article/view/35964 |
| work_keys_str_mv | AT sohayoussef undergraduatestudentsperceptionsonstudentevaluationofteachingset |