A study of student evaluations of African American faculty at a historically black college and university (hbcu)

During Student evaluations of their instructors is common practice in higher education. The purpose of this study was to approach the relationship of race with regard to student evaluations. Atraditional end-of-course evaluation form used in the College of Education (COE) at one selected Historically Black College and University (HBCU) in Southeastern North Carolinawas studied. Teaching effectiveness of instructors based on race (Caucasians, African Americans, and other racial groups including Asians, Latinos, and Native Americans) was reviewed using the critical race theory (CRT). The student responses at the selected HBCU were then analyzed to determine if, race affected student evaluation in this setting.