Graduation Year


Document Type




Degree Granting Department


Major Professor

Walter C. Borman, Ph.D.

Committee Member

Michael T. Brannick, Ph.D.

Committee Member

Joseph A. Vandello, Ph.D.


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


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.