Don't worry, be happy: Instructor likability, student perceptions of learning, and teacher ratings in upper-level sociology courses

Data from 205 course evaluation forms representing student responses in ten upper-level sociology courses were used to examine the role of instructor likability/rapport on student perceptions of learning and ratings of overal l teaching ability. The results suggest that students who rate their instru ctor high in likability reward that instructor with high ratings in overall reaching ability. However, high likability ratings are also associated wit h a decrease in student perceptions of learning. The negative effect of lik ability on perceived learning juxtaposed with its positive impact on global teacher ratings gives some credence to sociological critiques of student c onsumerism in higher education. Namely, when students approach college as c ustomers, they expect to be entertained and served only in ways they find p leasing. Suggestions for more appropriate use of student evaluations of tea ching (SETS) and their impact on how sociologists define teaching effective ness are discussed.