I don't know of any research on this topic either but will add an
anecdotal incident into the pot. During my second year of teaching I
had a student who was not doing as well as she would have liked in my
class accuse me of favoring students in class that I liked. She said
that she "knew" that these students got better grades than they
deserved because I liked them. I asked her to name the students that
she believed got better grades because I liked them, talked to these
students about sharing grade information, and demonstrated that these
students showed the same distribution as the class in general. (I know
that this doesn't mean that there was no bias since it could be argued
that these students would have a lower distribution if it weren't for
the fact that I was biased.) As Gary said, however, I do show a bias
in terms of listening to, talking to out of the classroom, inviting to
engage in a research project with me, to students I like, and I like
students who show an interest in psychology and in becoming involved
with the discipline. And, they are often the better students.
Research in this area would probably be more difficult than research on
the meaningfulness of student evaluations.
Dr. Bob Wildlbood
Lecturer in Psychology
Indiana University Kokomo
Kokomo, IN 56904-9003
[EMAIL PROTECTED]
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On 03 May, 2004, at 8:49, Gerald Peterson wrote:
Rod, I do not know of research on this, but have heard it from
students---just those who have not done well in the class.� Many of
the students that I get to know personally and like have not always
done well (biased personal memory).� I suspect that I react more
positively to those who have come to see me during office hours, those
who do well on assignments, etc., and that other students can pick
this up.�
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