TY - GEN
T1 - Emerging Trends of Gender Bias Within Students' Evaluation of Teaching (SET) in Higher Education
T2 - 10th IEEE World Engineering Education Conference, EDUNINE 2026
AU - López Velázquez, Efraín Abdiel
AU - Abbas, Asad
AU - Azar, Bahareh Berenjforoush
AU - Abdellatif, Soumaya
N1 - Publisher Copyright:
© 2026 IEEE.
PY - 2026
Y1 - 2026
N2 - Reflecting the global commitment to equitable education articulated in the United Nations' Sustainable Development Goals, this study investigates students' evaluation of teaching (SET) instruments widely used in higher education, which often contain many biased elements. This mini-review and bibliometric analysis aimed to identify major thematic breakthroughs in SET research, particularly regarding scientific production and collaboration, and to reveal trends in gender bias and its association with SET. To achieve these objectives, the mini-review and bibliometric analysis performed used the Scopus database, focusing on publications from 2020 to 2024. Data from seven papers were analyzed using PRISMA guidelines and Biblioshiny data visualization tools to synthesize the scholarly work. Key findings revealed a declining trend in recent scholarly publications about SET. United States of America notably leads the world in global scientific contributions in this area. Significantly, the analysis consistently highlights pervasive gender and intersectional biases that influence SET outcomes. These biases often disadvantage specific instructor demographics and tend to favor same-gender affinity among evaluators. This study provides a synthesized understanding of SET gender bias through its robust methodological framework. It offers valuable insights for promoting more equitable evaluation practices and fostering inclusive academic environments.
AB - Reflecting the global commitment to equitable education articulated in the United Nations' Sustainable Development Goals, this study investigates students' evaluation of teaching (SET) instruments widely used in higher education, which often contain many biased elements. This mini-review and bibliometric analysis aimed to identify major thematic breakthroughs in SET research, particularly regarding scientific production and collaboration, and to reveal trends in gender bias and its association with SET. To achieve these objectives, the mini-review and bibliometric analysis performed used the Scopus database, focusing on publications from 2020 to 2024. Data from seven papers were analyzed using PRISMA guidelines and Biblioshiny data visualization tools to synthesize the scholarly work. Key findings revealed a declining trend in recent scholarly publications about SET. United States of America notably leads the world in global scientific contributions in this area. Significantly, the analysis consistently highlights pervasive gender and intersectional biases that influence SET outcomes. These biases often disadvantage specific instructor demographics and tend to favor same-gender affinity among evaluators. This study provides a synthesized understanding of SET gender bias through its robust methodological framework. It offers valuable insights for promoting more equitable evaluation practices and fostering inclusive academic environments.
KW - Students' evaluation of teaching
KW - educational assessment
KW - gender bias
KW - gender equality
KW - higher education
KW - teacher evaluation
UR - https://www.scopus.com/pages/publications/105042254053
U2 - 10.1109/EDUNINE62390.2026.11547079
DO - 10.1109/EDUNINE62390.2026.11547079
M3 - Conference contribution
AN - SCOPUS:105042254053
T3 - EDUNINE 2026 - 10th IEEE World Engineering Education Conference: The Role of Engineering and Computer Technology as Artificial Intelligence turns into Reality: A Challenge for Professional Education, Proceedings
BT - EDUNINE 2026 - 10th IEEE World Engineering Education Conference
A2 - Brito, Claudio da Rocha
A2 - Ciampi, Melany M.
PB - Institute of Electrical and Electronics Engineers Inc.
Y2 - 8 March 2026 through 11 March 2026
ER -