Table 5 Least squares regression model outcomes to examine the interaction between specific questions and teaching assistant (TA) gender as it relates to “overall TA rating” (“intercept” and “survey question” variables not shown). Only survey questions with evidence of clear interaction terms were included
From: Gender patterns in engineering PhD teaching assistant evaluations corroborate role congruity theory
Survey Question | Variable | Coefficient | St. Err | p-value |
|---|---|---|---|---|
Provides clear and comprehensive explanations and instructions | Gender | 0.00097 | 0.0145 | 0.9463 |
Question*Gender [F] | − 0.0767 | 0.0226 | 0.0007 | |
Provides clear, relevant and understandable responses to my questions | Gender | 0.86104 | 0.02058 | < 0.0001 |
Question*Gender [F] | − 0.04549 | 0.02058 | 0.0274 | |
Periodically checks to make sure students understand what was covered | Gender | − 0.02705 | 0.01538 | 0.0793 |
Question*Gender [F] | 0.09373 | 0.02404 | 0.0001 | |
Makes effective use of visual aides (blackboards, overhead, slides etc.) | Gender | − 0.04169 | 0.01823 | 0.0226 |
Question*Gender [F] | 0.10136 | 0.03182 | 0.0015 | |
Provides periodic summaries of what has been covered or discussed | Gender | − 0.0291 | 0.01666 | 0.0811 |
Question*Gender [F] | 0.06295 | 0.02548 | 0.0138 |