Gender Matters Most: The Interaction of Gendered Expectations, Feminist Course Content, and Pregnancy in Student Course Evaluations

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In this paper, we explore undergraduate students' contradictory expectations of a woman professor (Dr. Baker) who taught a feminist course. Over the course of three semesters teaching the same class, the professor got pregnant and carried her child to term. Using qualitative and quantitative teaching evaluation data from this course, we analyze how students' reactions to their professor shifted depending on their professor's capacity to fulfill their gendered expectations. We also examine how the interactions between students' gendered expectations, their reactions to feminist course content, and their responses to their pregnant professor influenced the students' teaching evaluations of Dr. Baker.