Sexism in graduate school classrooms - Consequences for students and faculty

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 rest hypotheses connecting perceptions of sexist behavior with students' emotional reactions, levels of distraction, and subsequent performance. Results are mired, 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.