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While faculty of colour tend to receive lower course evaluations, it is unclear whether the lack of face-to-face interaction during the COVID-19 pandemic affected them differently. We examine this question using course-level data from a large US university. Estimates from our difference-in-differences models show that non-white faculty suffered a larger decline in ratings compared to their white peers, with the effect persisting even after controlling for English as the faculty’s second language. These findings contribute in furthering the discussion on how universities value course evaluations to measure teaching effectiveness and allocate faculty resources.

Race and teaching evaluations: evidence from the covid-19 pandemic