Girl sitting at desk flipping through textbook pages at Putnam School. 1961. Gar Lunney. Canada. National Film Board of Canada. Photothèque. Library and Archives Canada, e010976007. CC by 2.0. Source: https://www.flickr.com/photos/lac-bac/7797311412/
by Andrea Eidinger 
I would like to acknowledge and thank the many female instructors who got in touch with me over the past week, not only for their bravery in sharing their experiences with me, but for their strength in continuing in their dedication to the field of history and education. I am profoundly grateful and honoured.
“I think your feminist stances are slightly overcorrecting reality. I’m sure minorities had a harsher experience than women, ESPECIALLY today, a point you seem to overlook. You’re a really nice person though.”
That comment comes from my student evaluations from one of the first courses I ever taught, back when I was still a graduate student. At the time that I read that, I burst out laughing. I mean really, how else can you react to that kind of statement? But many courses and student evaluations later, I am starting to think that this is reflective of a larger problem in the world of academia, and history in particular, with respect to female sessional instructors and course evaluations.
Over the course of the past year or so, there have been a number of studies that have emerged detailing the gender bias against female instructors in student evaluations. According to one study, male professors routinely ranked higher than female professors in many areas.  For instance, male professors received scores in the area of promptness (how quickly an assignment was returned) that were 16% higher than those of female instructors, even though the assignments were returned at the exact same time. Another research project, which examined word usage in reviews of male and female professors on “Rate My Professor” found that male faculty members are more likely to be described as “funny,” “brilliant,” “genius,” and “arrogant,” while female faculty members are more likely to be described as “approachable,” “helpful,” “nice,” and “bossy.”
While many of these studies discuss the negative impact that this bias has on tenure and promotion few consider how devastating they can be to sessional instructors, particularly given the overrepresentation of women at this academic rank. Continue reading