Graduation Year

2005

Document Type

Thesis

Degree

M.A.

Degree Granting Department

Psychology

Major Professor

Walter C. Borman, Ph.D.

Committee Member

Michael T. Brannick, Ph.D.

Committee Member

Joseph A. Vandello, Ph.D.

Keywords

Discrimination, Gender-role, Congruity, Glass-ceiling, Gender ideology

Abstract

The present study examined the influences of gender-role stereotypes, gender-role congruity, and the sex-typing of the professor job on performance evaluations of university educators in actual classroom settings. Participants used the Schein Descriptive Index (Schein, 1973) to define gender-role stereotypes, characteristics of their professor/instructor, and the characteristics of an “Effective Professor.” Participants used a behavior summary scale (BSS) formatted student assessment of instruction to evaluate their professor’s/instructor’s performance after a full semester of class participation.

It was hypothesized that a pro-male bias would exist in the sex-typing of the professor job, and that combined with the gender-role stereotypes of participants and the gender-role congruity of professors/instructors, would influence performance evaluations.

In support of hypothesized relationships, results demonstrated that male and female participants hold different gender-role stereotypes of “Men” and “Women,” that the professor job is sex-typed in favor of men for male participants, and that gender-role stereotypes and the gender-role congruity of actual professors/instructors can influence performance evaluation ratings.

Contrary to previous research and hypothesized relationships, the sex-typing of the professor job was not significantly related to performance evaluation scores. Additionally, results of regression analyses revealed no gender differences in performance evaluation ratings; however, age differences were found, in favor of older professors/instructors. Possible explanations for obtained results, as well as study limitations, are discussed.

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