The purpose of this study was to describe student ratings of teaching effectiveness for women faculty at a Southern Research Extensive University. Of the 82 women faculty in this study, 61 or 74% were White, 13 or 16% were Black, and 8 or 10% were identified as "Other" (including Asians, Latinos, and Native Americans). Both undergraduate and graduate level courses were used to analyze student ratings for 28 items used for the end-of-course evaluation. Of these 28 items, 26 were multidimensional and addressed specific topics or a single aspect about instruction and 2 were global, which addressed the overall value of course and overall teaching ability. The finding showed that non-White female faculty in this study had above average mean scores on the multidimensional and global items. White female faculty had higher mean scores than female faculty identified as "Other" and Black female faculty on all items, multidimensional and global. Also, there was a significant difference between the mean scores of White female faculty and Black female faculty on multidimensional and global items.