Effects of witnessing subtle gender bias versus rudeness on interpersonal outcomes among women and men

Document Type

Article

Publication Date

9-19-2025

Department

Department of Psychology and Human Factors

Abstract

Positive interpersonal peer relationships are noted to be beneficial for learning outcomes and persistence for college students, but these benefits can be hindered when peer interactions include subtle expressions of gender bias. In an academic setting, we tested whether being mere witnesses to subtle behavioral expressions of gender bias affects gender stereotyping concerns, affect, sense of belonging, enthusiasm for academic group work, and spatial visualization test performance among students from both socially privileged (men) and disadvantaged groups (women). Across three experiments (total N = 1,242), we compared the effects of witnessing gender bias in student peer interactions to stereotype-neutral control interactions (all studies) and to witnessing non-gendered rude behavior (in Studies 2a and 2b). Witnessing gender bias resulted in higher levels of negative affect and lower levels of belonging compared to witnessing control and rude interactions for both women and men students, but especially for women. Additionally, witnessing gender bias increased gender-specific stereotyping concerns about being assumed incompetent (among women) and being assumed sexist (among men) compared to witnessing control and rude interactions. Lastly, witnessing gender bias and rudeness similarly lowered enthusiasm for academic group work. No effects were noted on spatial visualization test performance. This work suggests being a mere witness to gender bias in academic settings can harm both men (socially privileged) and women (socially disadvantaged) students, beyond the effects of witnessing rudeness, by diminishing interpersonal outcomes that predict student success and retention.

Publication Title

Social Psychology of Education

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