Reducing discrimination in the field: Evidence from an awareness raising intervention targeting gender biases in student evaluations of teaching
通过实地实验，研究两种意识提升干预对学生教学评价中性别歧视的影响，发现仅提供规范性声明无效，而加入其他学生歧视行为的具体信息能显著减少性别歧视，主要来自男生对女教师的评价改变。
This paper presents the results of a field experiment designed to reduce gender discrimination in student evaluations of teaching (SET). In the first intervention, students receive a normative statement reminding them that they should not discriminate in SETs. In the second intervention, the normative statement includes precise information about how other students (especially male students) have discriminated against female teachers in previous years. The purely normative statement has no significant impact on SET overall satisfaction scores, suggesting that a blanket awareness-raising campaign may be inefficient to reduce discrimination. However, the informational statement appears to significantly reduce gender discrimination. The effect we find mainly comes from a change in male students’ evaluation of female teachers.