Common elements identified as context variables that may affect student evaluation of instruction are explored, and the literature on student ratings of teacher effectiveness is reviewed. Sociocultural context variables (gender, race, ethnicity, and social class variables) are discussed in terms of stereotyping and prejudice found with non-dominant groups. Dimensions of the context variables identified in the literature encompass: (1) course variables; (2) instructor variables; (3) student variables; (4) administration variables; and (5) instrument of measurement variables. Student bias about faculty gender has been found to affect evaluation of instruction. Students appear to notice gender communication pattern differences, and these differences are related to specific evaluation items. Differences in socialization affect student evaluation of instruction; sociocultural stereotyping is a field requiring a great deal of study. The implications for future research are: teacher evaluation instruments should be analyzed for gender and race differences in communication patterns; general university-wide, or faculty-wide, norms should not be established; a useful evaluation system should include common contextual variable norms; and research is needed in sociocultural contexts to ensure that instruments for measuring student evaluation of instruction are not based on stereotypes. Five tables summarize the discussion. A 49-item list of references is included. (SLD)