Student Evaluations of Teaching: Impact of Faculty Race, Ethnicity, and Accent

This study highlights the pervasive bias in SETs, where faculty with accents or who are non-White receive more negative feedback and fewer positive comments than their White, native-accented counterparts. Disparities in qualitative evaluations contribute to additional stress and inequity for marginalized faculty. Given the emotional toll and potential impact on career advancement, SETs should be critically reconsidered, with feedback triangulated alongside other objective measures to ensure fairer evaluations of teaching effectiveness.