Tenure Status and Grading Practices

Abstract

This study examines the relationship between tenure sta- tus of college instructors and grading practices. Using an exchange per- spective, we test the hypothesis that lower status instructors with less secure positions are more likely to assign higher grades than higher status instructors with tenured positions. The sample consists of 417 introduc- tory level college courses taught by instructors of all ranks at a medium sized, state supported university. Overall, the grade point average for courses taught by lower status instructors is substantially higher than the grade point averagefor similar courses taught by higher status instructors. Gender does not accountfor thisfinding. The implications of thesefindings for tenure, university hiring practices, and grade inflation are discussed.