References
- Abawi, Zuhra. 2018. “Factors and Processes of Racialization in the Canadian Academe.” Canadian Journal for New Schools in Education 9 (1): 85–95. https://journalhosting.ucalgary.ca/index.php/cjnse/article/view/43032.
- Alexander, Claire, and Jason Arday. 2015. Aiming Higher Race, Inequality and Diversity in the Academy. AHRC: Runnymede Trust, (Runnymede Perspectives). London, Common Creative: Runnymede Trust. https://www.runnymedetrust.org/uploads/Aiming%20Higher.pdf.
- Ambady, Nalini, and Robert Rosenthal. 1993. “Half a Minute: Predicting Teacher Evaluations from Thin Slices of Nonverbal Behavior and Physical Attractiveness.” Journal of Personality and Social Psychology 64 (3): 431–441. doi:https://doi.org/10.1037/0022-3514.64.3.431.
- Bannerji, Himani. 1995. Thinking Through: Essays on Feminism, Marxism and Anti-Racism. Toronto: Women’s Press.
- Barrett, Brian. 2009. “No Child Left Behind and the Assault on Teachers’ Professional Practices and Identities.” Teaching and Teacher Education 25 (8): 1018–1025. doi:https://doi.org/10.1016/j.tate.2009.03.021.
- Basow, Susan, Stephanie Codos, and Julie Martin. 2013. “The Effects of Professors’ Race and Gender on Student Evaluations and Performance.” College Student Journal 47 (2): 352–363. https://eric.ed.gov/?id=EJ1022250.
- Bavishi, Anish, Juan Madera, and Michelle Hebl. 2010. “The Effect of Professor Ethnicity and Gender on Student Evaluations: Judged Before Met.” Journal of Diversity in Higher Education 3 (4): 245–256. doi:https://doi.org/10.1037/a0020763.
- Blackmore, Jill. 2009. “Academic Pedagogies, Quality Logics and Performative Universities: Evaluating Teaching and What Students Want.” Studies in Higher Education 34 (8): 857–872. doi:https://doi.org/10.1080/03075070902898664.
- Bocking, Paul. 2020. Public Education, Neoliberalism and Teachers. Toronto: University of Toronto Press.
- Boring, Anne, Kellie Ottoboni, and Philip Stark. 2016. “Student Evaluations of Teaching (Mostly) Do Not Measure Teaching Effectiveness.” ScienceOpen Research, 1–11. doi:https://doi.org/10.14293/s2199-1006.1.sor-edu.aetbzc.v1.
- Brownlee, Jamie. 2015. “Contract Faculty in Canada: Using Access to Information Requests to Uncover Hidden Academics in Canadian Universities.” Higher Education 70 (5): 787–805. doi:https://doi.org/10.1007/s10734-015-9867-9.
- Cardozo, Karen. 2017. “Academic Labor: Who Cares?” Critical Sociology 43 (3): 405–428. doi:https://doi.org/10.1177/0896920516641733.
- Charmaz, Kathy, and Antony Bryant. 2016. “Constructing Grounded Theory Analyses.” In Qualitative Research, edited by David Silverman, 4th ed., 347–362. Thousand Oaks, CA: Sage.
- Cho, Sumi, Kimberlé Crenshaw, and Leslie McCall. 2013. “Toward a Field of Intersectionality Studies: Theory, Applications, and Praxis.” Signs: Journal of Women in Culture and Society 38: 785–810.
- Convention for Higher Education. 2016. The Alternative White Paper for Higher Education: In Defence of Public Higher Education: Knowledge for a Successful Society. https://heconvention2.files.wordpress.com/2016/06/awp1.pdf.
- de Saxe, Jennifer Gale, Sarah Bucknovitze, and Frances Mahoney-Mosedale. 2020. “The Deprofessionalization of Educators: An Intersectional Analysis of Neoliberalism and Education ‘Reform.’” Education and Urban Society 52 (1): 51–69.
- Eizadirad, Ardavan. 2018. “Legitimization and Normalization of EQAO Standardized Testing as an Accountability Tool in Ontario: Rise of Quantifiable Outcome-Based Education and Inequitable Educational Practices.” OISE Graduate Student Research Conference Journal 1 (1): 6–18.
- Feldman, Zena, and Marisol Sandoval. 2018. “Metric Power and the Academic Self: Neoliberalism, Knowledge and Resistance in the British University.” triple C: Journal for a Global Sustainable Information Society 16 (1): 214–233.
- Field, Cynthia, and Glen A. Jones. 2016. A Survey of Sessional Faculty in Ontario Publicly Funded Universities. Toronto: Centre for the Study of Canadian and International Higher Education, OISE- University of Toronto. https://www.oise.utoronto.ca/hec/UserFiles/File/Sessional_Faculty_-_OHCRIF_Final_Report_-_July_2016.pdf.
- Foster, Karen, and Louise Birdsell Bauer. 2018. Out of the Shadows: Experiences of Contract Academic Staff. Canadian Association of University Teachers. https://www.caut.ca/sites/default/files/cas_report.pdf.
- Gravestock, Pamela, and Emily Gregor-Greenleaf. 2008. Student Course Evaluations: Research, Models and Trends. Toronto: Higher Education Quality Council of Ontario. http://www.heqco.ca/SiteCollectionDocuments/Student%20Course%20Evaluations_Research,%20Models%20and%20Trends.pdf.
- Halffman, Willem, and Hans Radder. 2015. “The Academic Manifesto: From an Occupied to a Public University.” Minerva 53 (2): 165–187. doi:https://doi.org/10.1007/s11024-015-9270-9.
- Hancock, Ange-Marie. 2007. “When Multiplication Doesn’t Equal Quick Addition: Examining Intersectionality as a Research Paradigm.” Perspectives on Politics 5 (1): 63–79.
- Henry, Frances, Carl James, Audrey Kobayashi, Peter Li, Malinda Smith, Howard Ramos, and Dua Enakshi. 2017. The Equity Myth: Racialization and Indigeneity at Canadian Universities. Vancouver: UBC Press.
- Hill Collins, Patricia. 2000. Black Feminist Thought: Knowledge, Consciousness, and the Politics of Empowerment. 2nd ed. New York: Routledge.
- Kulik, James. 2001. “Student Ratings: Validity, Utility, and Controversy.” New Directions for Institutional Research 27 (5): 9–25. doi:https://doi.org/10.1002/ir.1.
- Lama, Tek, and Jean-Etienne Jouillé. 2015. “Casualization of Academics in the Australian Higher Education: Is Teaching Quality at Risk?” Research in Higher Education Journal 28: 1–11.
- La Touche, Rachel, Lisa Kowalchuk and Rochelle Wijesingha. 2020. (Re)Prioritizing Pedagogic Feedback: Faculty Experiences with Qualitative Comments from Student Evaluations of Teaching (SETs). Canadian Sociological Association. https://www.dropbox.com/s/mnlsxtdg3ipzpm7/SET_Full_Report_REV.pdf?dl=0
- Lazon, Sylvia. 2012. “Are Student Evaluations Holding Back Women and Minorities?: The Perils of Doing Race and Gender in the Classroom.” In Presumed Incompetent: The Intersections of Race and Class for Women in Academia, edited by Gabriella Gutiérrez y Muhs, Yolanda Flores Niemann, Carmen Gonzalez, and Angela Harris, 164–185. Boulder, CO: The University Press of Colorado.
- Lopez, Ana, and Indra Dewan. 2014. “Precarious Pedagogies? The Impact of Casual and Zero Hour Contracts in Higher Education.” Journal of Feminist Scholarship 7 (8): 28–42.
- MacNell, Lillian, Adam Driscoll, and Andrea Hunt. 2015. “What’s in a Name: Exposing Gender Bias in Student Ratings of Teaching.” Innovative Higher Education 40 (4): 291–303. doi:https://doi.org/10.1007/s10755-014-9313-4.
- Marsh, Herbet, and Lawrence Roche. 1997. “Making Students’ Evaluations of Teaching Effectiveness Effective: The Critical Issues of Validity, Bias and Utility.” American Psychologist 52 (11): 1187–1197. doi:https://doi.org/10.1037/0003-066X.52.11.1187.
- Merritt, Deborah Jones. 2008. “Bias, the Brain and Student Evaluations of Teaching.” St. John’s Law Review 82 (1): 234–288. https://scholarshilaw.stjohns.edu/lawreview/vol82/iss1/6/.
- Mitchell, Kristina, and Jonathan Martin. 2018. “Gender Bias in Student Evaluations.” PS: Political Science and Politics 51 (3): 648–652. doi:https://doi.org/10.1017/S104909651800001X.
- Moffatt, Ken, Melanie Panitch, Henry Parada, Sarah Todd, Lisa Barnoff, and Jordan Aslett. 2016. “Essential Cogs in the Innovation Machine: The Discourse of Innovation in Ontario Educational Reform.” Review of Education, Pedagogy, and Cultural Studies 38 (4): 317–340. doi:https://doi.org/10.1080/10714413.2016.1203680.
- Monks, James, and Robert Schmidt. 2010. “The Impact of Class Size and Number of Students on Outcomes in Higher Education.” The B.E. Journal of Economic Analysis & Policy 11 (1): 1–17. doi:https://doi.org/10.2202/1935-1682.2803.
- Morrish, Liz. 2019. “The Accident of Accessibility: How the Data of the TEF Creates Neoliberal Subjects.” Social Epistemology 33 (4): 355–366. doi:https://doi.org/10.1080/02691728.2019.1638991.
- Navarro, Tami. 2017. “But Some of Us Are Broke: Race, Gender and the Neoliberalization of the Academy.” American Anthropologist 119 (3): 506–517.
- Newstadt, Eric. 2013. “The Value of Quality: Capital, Class, and Quality Assessment in the Remaking of Higher Education in the United States, the United Kingdom, and Ontario.” PhD Dissertation, Political Science. York University, Toronto. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.879.7019&rep=rep1&type=pdf.
- OCUFA. 2019. Report of the OCUFA Student Questionnaires on Courses and Teaching Working Grou Toronto, 2019. https://ocufa.on.ca/assets/OCUFA-SQCT-Report.pdf.
- Pasma, Chandra, and Erika Shaker. 2018. “Contract U: Contract Faculty Appointments at Canadian Universities.” Ottawa: Canadian Centre for Policy Alternatives. https://www.policyalternatives.ca/sites/default/files/uploads/publications/National%20Office/2018/11/Contract%20U.pdf.
- Raaper, Rille. 2016. “Academic Perceptions of Higher Education Assessment Processes in Neoliberal Academia.” Critical Studies in Education 57 (2): 175–190. doi:https://doi.org/10.1080/17508487.2015.1019901.
- Rudd, Tim. 2017. “Teaching Excellence Framework (TEF): Re-Examining its Logic and Considering Possible Systemic and Institutional Outcomes.” The Journal for Critical Education Policy Studies 15 (2): 59–90.
- Ryerson University v Ryerson Faculty Association. 2018. CanLII 58446 (ON LA).
- Santiago, Rui, and Teresa Carvalho. 2008. “Academics in a New Work Environment: The Impact of New Public Management on Work Conditions.” Higher Education Quarterly 62 (3): 204–223. doi:https://doi.org/10.1111/j.1468-2273.2008.00390.x.
- Smith, Dorothy. 1987. The Everyday World as Problematic: A Feminist Sociology. Boston: Northeastern University Press.
- Smith, Dorothy. 2005. Institutional Ethnography: A Sociology for People. Toronto: Altamira Press.
- Smith, Bettye, and Billy Hawkins. 2011. “Examining Student Evaluations of Black College Faculty: Does Race Matter?” The Journal of Negro Education 80 (2): 149–162. www.jstor.org/stable/41341117.
- Standing, Guy. 2011. The Precariat: The New Dangerous Class. New York: Bloomsbury Academic.
- Stark, Philip, and Richard Freishtat. 2014. “An Evaluation of Course Evaluations.” ScienceOpen. doi:https://doi.org/10.14293/S2199-1006.1.SOR-EDU.AOFRQA.v1.
- Timmermans, Stefan, and Iddo Tavory. 2012. “Theory Construction in Qualitative Research: From Grounded Theory to Abductive Analysis.” Sociological Theory 30 (3): 167–186. doi:https://doi.org/10.1177/0735275112457914.
- Tormos, Fernando. 2017. “Intersectional Solidarity.” Politics, Groups, and Identities 5 (4): 707–720. doi:https://doi.org/10.1080/21565503.2017.1385494.
- Uttl, Bob, Carmela White, and Daniela Wong Gonzalez. 2017. “Meta-analysis of Faculty’s Teaching Effectiveness: Student Evaluation of Teaching Ratings and Student Learning Are Not Related.” Studies in Educational Evaluation 54: 22–42. doi:https://doi.org/10.1016/j.stueduc.2016.08.007.
- Weingarten, Harvey, Martin Hicks, Amy Kaufman, Ken Chatoor, Emily MacKay, and Jackie Pichette. 2019. Postsecondary Education Metrics for the 21st Century. The Higher Education Quality Council of Ontario. http://www.heqco.ca/SiteCollectionDocuments/Formatted%20Metrics%20for%20the%2021st%20Century_FINAL.pdf.
- Wolbring, Tobias, and Patrick Riordan. 2016. “How Beauty Works. Theoretical Mechanisms and Two Empirical Applications on Students’ Evaluations of Teaching.” Social Science Research 57: 253–272. doi:https://doi.org/10.1016/j.ssresearch.2015.12.009.
- Wright, Alan, Beverly Hamilton, Joy Mighty, Jill Scott, and Bill Muirhead. 2014. “The Ontario Universities’ Teaching Evaluation Toolkit: Feasibility Study.” Centre for Teaching and Learning Reports. https://scholar.uwindsor.ca/ctlreports/4.
- Zheng, Robin. 2018. “Precarity is a Feminist Issue: Gender and Contingent Labor in the Academy.” Hypatia 33 (2): 235–255.