Implications of Race and Racism in Student Evaluations of Teaching: The Hate U Give(Race and Education in the Twenty-First Century)

Implications of Race and Racism in Student Evaluations of Teaching: The Hate U Give highlights practices in higher education, such as using student evaluations of teaching to inform merit increases, contract renewals, and promotion decisions. This collection deconstructs student course feedback to reveal the implications of race and racism that students seem to have inherited through the sociopolitical context of US culture and K-12 schooling. This hate that students were given informs and shapes the students' relationships with BIPOC faculty in the classroom. To this end, this book speaks to the systemic racial inequity in higher education learning spaces and the possibilities of reimagining student evaluations as a cry for a more just and equitable society.

Table of Contents:
Foreword H. Rich Milner Acknowledgments Introduction: Implications Of Race And Racism In Student Evaluations Of Teaching: An Introduction LaVada U. Taylor Chapter 1: Their Voices Must Be Heard LaVada U. Taylor Chapter 2: Dismantling the Architecture of Good Teaching Donyell Roseboro Chapter 3: (Be) Rate My Professor Dot.Com: Cautionary Tales from the Curious World of Student Evaluations Hilton Kelly, Eleanor Branch, and Stacey Coleman Chapter 4: The Paradox: Wonderful Evals in the Face of Teaching Anti-Racism and Multicultural Education Ramon Vasquez Chapter 5: Journey to Critical Whiteness in Higher Education Yvette Freter Chapter 6: Keeping It 100: Speaking Black Truth to White Power Jonathan Lightfoot Chapter 7: Desuperhumanizing Whiteness Björn Freter

About the Author :
LaVada U. Taylor is associate professor of education in the School of Education and Counseling at Purdue University Northwest.

Review :
In a bold and daring book, Dr. LaVada Taylor embarks on a phenomenon that is considered to be one of the primary culprits in creating feelings of isolation along the lines of race, class, gender, and (dis)ability in the academy. Her unapologetic inquiry into the ways that white supremacy permeates teaching evaluations is a wake-up call for those who say they are intentional about dismantling the rules, regulations and conventions of the ivory tower. Implications of Race and Racism in Students' Evaluations of Teaching: The Hate U Give moves beyond the usual quantitative analyses to offer a more intimate reading of how race and racism impact course evaluations, particularly in courses taught by faculty of color and in courses that address issues of racial inequity and oppression. The authors put forward compelling counterstories/counter-analyses that unsettle the traditional logic behind students' evaluations of teaching and show how they often risk further marginalizing faculty of color and reinforcing students' refusal to acknowledge race-power while at the same time deploying it in the process, implicitly and explicitly. A welcomed highlight in this text is that it also provides some insight and discussion on alternative methods of evaluation, less sensitive to the racial dynamics that haunt current protocols. Dr. LaVada U. Taylor assembles and works alongside an all-star cast of scholar-activists illuminating ways in which student evaluations of teaching (SETs) become weapons of racialization used too often against BIPOC faculty. This timely volume investigates the intersection of structural racism, individual bias, and SETs at a time when higher education relies heavily upon them to inform promotion and tenure, merit pay, and contract renewal. It provides evidence of SETs as one of the most studied topics in higher education, and yet unveils racial disparities within them that remain deemphasized and undertheorized in a vast array of scholarship. Drawing upon Tupac Shakur’s THUG-LIFE acronym, “the hate you give little infants, F’s everybody,” this volume is a must-read guide for readers looking to: (a) understand more deeply, the transgenerational and ecological phenomenon of anti-BIPOC disproportionality as related to SETs, (b) problematize systemic higher education practices that emphasize the relevance of SETs, while either dismissing or deemphasizing potential influences of structural racism and individual bias, and (c) engage a critical examination of academic leadership at home to identify any inadequacies and dysconscious responses to racialized student evaluations of BIPOC teaching toward developing more equitable practices.