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SEXISM IN GRADUATE SCHOOL CLASSROOMS

Consequences for Students and Faculty

University of Wisconsin, Madison

KIMBERLY B. DUGAN

The Ohio State University

This study investigates the reactions of graduate students to perceived gender bias in their classes, using survey data from 254 social science graduate students in seven Ph.D.-granting departments in three universities. In addition to summarizing reported rates of gender-biased behavior in classrooms, we test hypotheses connecting perceptions of sexist behavior with students' emotional reactions, levels of distraction, and subsequent performance. Results are mixed, depending on students' perceptions of professors as either sensitive or insensitive to gender issues. Second, we use a model of social influence to test for negative effects of reported sexist behavior on students' perceptions of professors' expertness, attractiveness, and trustworthiness. Strong support is demonstrated for these hypotheses.

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