Professors’ “feminine” behavioral cues in the classroom close gender gaps in participation.

Authors

Hannah J. Birnbaum (ORCID: https://orcid.org/0000-0002-8505-7334)
Lydia F. Emery (ORCID: https://orcid.org/0000-0001-5616-8222)
Nicole M. Stephens (ORCID: https://orcid.org/0000-0001-7035-3213)
Andrea G. Dittmann (ORCID: https://orcid.org/0000-0001-8250-0276)
Mindy Truong (ORCID: https://orcid.org/0000-0001-9685-5203)
Sarah S. M. Townsend (ORCID: https://orcid.org/0000-0001-7086-5454)
Rebecca M. Carey (ORCID: https://orcid.org/0000-0003-2576-9812)

Institutions

University of California, Riverside (US)
University of Southern California (US)
Princeton University (US)
Washington University in St. Louis (US)
Kellogg's (Canada) (CA)
University of Chicago (US)

Publication Details

Journal: Journal of Experimental Psychology General
Published: 2025-11-24
DOI: https://doi.org/10.1037/xge0001879
Primary Topic: Gender Diversity and Inequality
Type: article
Field-Weighted Citation Impact: 0.00

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article

Professors’ “feminine” behavioral cues in the classroom close gender gaps in participation.

Hannah J. Birnbaum, Lydia F. Emery, Nicole M. Stephens, Andrea G. Dittmann et al.

Nov 24, 2025

Journal of Experimental Psychology General

Gender Diversity and Inequality

article

Professors’ “feminine” behavioral cues in the classroom close gender gaps in participation.

Hannah J. Birnbaum, Lydia F. Emery, Nicole M. Stephens, Andrea G. Dittmann, Mindy Truong, Sarah S. M. Townsend, Rebecca M. Carey

November 24, 2025article en

Abstract

No abstract available for this paper.

Journal of Experimental Psychology GeneralVol. 155(2)

University of California, Riverside (US), University of Southern California (US), Princeton University (US), Washington University in St. Louis (US), Kellogg's (Canada) (CA), University of Chicago (US)

Openalex Percentile: Top 56%

Gender Diversity and Inequality

DOI Source OpenAlex

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