EXPRESS: Teaching at a Distance, Scrutinized Up Close: Bias in Online Student Evaluation of Teaching
Student evaluations of teaching are widely used in higher education operations to assess instructional quality and inform personnel decisions, yet they remain vulnerable to systematic bias. This study examines whether the rapid transition to online education during COVID-19 changed perceived teaching effectiveness across instructors from different race-gender groups. Using 598,252 student evaluations from the top 150 U.S. universities, we estimate a difference-in-differences model with propensity score weighting and supplement the analysis with large-language-model-based content analysis of student comments. We find that the shift to online teaching disproportionately penalized non-white male instructors: their ratings declined by 0.69 points on a 5-point scale, a reduction 16.2% larger than that for white male instructors. The effect is stronger in less racially diverse institutions and among reviews reflecting more hedonic expectations of education, and it remains robust across a wide range of alternative specifications and subsample analyses. Comment-based evidence is consistent with the interpretation that online instruction increased psychological distance and reduced interpersonal cues, thereby increasing reliance on stereotype-based judgments in student evaluations. These findings show that digital transformation in teaching can unintentionally worsen inequities in performance evaluation. They highlight the need for higher education institutions to redesign teaching evaluation systems so that they rely less on bias-prone subjective ratings and more on structured, multidimensional indicators of teaching effectiveness.