"She seems nice" : teaching evaluations and gender trouble

Research output: Contribution to journalArticlepeer-review


The writer considers what she needs to do to “pass” with more success in academia and how students' evaluations of her teaching may or may not indicate this. In an effort to bring together gender and evaluation, she pays critical attention to the aspects of anecdotal narratives that become emblematic of normalizing paradigms of gender in higher education. She concludes that she not only has to learn how to more thoroughly “pass” as an academic but also how to pass as a woman.
Original languageEnglish
Pages (from-to)195-202
JournalFeminist teacher
Issue number3
Publication statusPublished - 2005


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