Students read a set of three instructor descriptions representing feminine, masculine, and androgynous gender roles. After reading the descriptions, students rated their willingness to take a clinical and an experimental psychology course from the instructor. A repeated measures analysis of variance (ANOVA) revealed a significant effect of instructor gender role. Students were less willing to take a course from the masculine instructor than from either the feminine or the androgynous instructor. A significant Instructor Gender Role X Type of Course interaction was also observed. Student and instructor gender did not affect willingness to take a psychology course.
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