"Courses that emphasize critical thinking, analysis, and evaluation from multiple points of view, are negatively correlated with course evaluations, despite the tremendous importance of those skills. "

"African-American and Latino faculty routinely have their credentials and expertise questioned and their authority challenged (Stanley et al. 2003; McGowan 2001; Hendrix 1998). Asian-American instructors are perceived as less credible and even less intelligible than White instructors (Rubin 1998). Instructors perceived by students to be foreigners are rated as less intelligible, despite of their actual nationality (Smith et al 1992). Similarly, instructors marked by their accent, attire, religious markers, or mannerism as being outside the “threshold of foreignness” are rated as less intelligible (Rubin 2007)."

This double bind is unfortunately far from unique and it is consistent with several research findings, all converging on the idea that faculty of color and other minorities, and particularly women, are often penalized by students on end-of-semester evaluations.“I want to be observ