I posted the following tweet this morning:
This is the time of year when I ignore student evaluations because the research shows that they disadvantage my colleagues who aren't like me (i.e. straight, white, cisgender, man, etc.) and they harm my mental health. It's also a good time to remind administrators of it, too.— Brad Koch 🎶🚲📚🍻 (@BradleyAKoch) December 10, 2020
A scholarly consensus has emerged that using SETs as the primary measure of teaching effectiveness in faculty review processes can systematically disadvantage faculty from marginalized groups. This can be especially consequential for contingent faculty for whom a small difference in average scores can mean the difference between contract renewal anddismissal.
I prefer not to use the term "privilege." For a good explanation of why, see Kaufman and Schoepflin's discussion on the topic