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Publication date: 29 May 2024

Hamda Alansaari and Jessica Essary

This study aims to examine the perceptions of male and female Emirati students regarding the competency of male and female faculty members in general introductory courses at a…

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Abstract

Purpose

This study aims to examine the perceptions of male and female Emirati students regarding the competency of male and female faculty members in general introductory courses at a higher education institution in Dubai, which follows a policy of segregating undergraduates by sex.

Design/methodology/approach

Using a purposive research design, the study employs focus-group data to investigate the viewpoints of two groups of first-year undergraduates in Dubai (n = 2,43) on the role of gender in shaping their perceptions of faculty competency. Additionally, the researchers utilized open and axial coding schemes to analyze gender perceptions, revealing distinct patterns and thematic outcomes.

Findings

The findings highlight the presence of hidden gender stereotypes that can potentially impact the development of pedagogical relationships in higher education. Based on these findings, the study recommends ways in which students, educators, and administrators may mitigate gender-related bias in faculty evaluations.

Originality/value

Furthermore, these insights were designed to contribute to fostering a more equitable educational environment in higher education institutions.

Details

Higher Education Evaluation and Development, vol. 18 no. 1
Type: Research Article
ISSN: 2514-5789

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