This study investigated potential gender bias in evaluating identical academic articles. Participants read one of two versions of an article that differed only in gendered names - one with all male names and one with all female names. Those who read the male-centric version gave it a statistically significantly higher score than those who read the female-centric version, suggesting the presence of unconscious gender bias favoring male authors. The results supported the hypothesis that identical work would be judged more favorably if authored by a man rather than a woman.

1. Running head: EXPOSING GENDER BIAS 1
Exposing Gender Bias When Considering Male and Female Authors
Patricia A. Cottonaro
Mount Mary University

2. EXPOSING GENDER BIAS 2
Abstract
This study investigated the possibility of a gender bias among individuals while evaluating the
quality and value of an article. We looked at whether participants would give a higher, meaning
more favorable score, to a male-centric article over an identical female-centric one. The sample
(N=28) read identical articles followed by a Likert style survey assessment. However, one group
read an article with all male names (n=15) and the other group read an article with all female
names (n=13). We found that participants did favorably score the male-centric version (M =
18.6) over the female-centric version (M = 15.77). These results suggest that women’s efforts
are undervalued and judged differently when compared to their male counterparts even when the
work matches exactly.
Keywords: bias blind spot, gender bias, ESL

3. EXPOSING GENDER BIAS 3
Exposing Gender Bias When Considering Male and Female Authors
The concept of a bias blind spot, or a person having a bias without being aware of it, has
been studied in previous research. Having a gender bias means that there are pre-existing and
stereotyped feelings that a person has and subconsciously, or not, applies those thoughts through
judgments. This can be very unfair, undeserved, and harmful to progress. Bias and stereotyping
are not unique to gender but will be examined here.
A bias blind spot and a gender bias were found by Roter and Hall (2014). A study cited
in a meta-analysis done by Roter and Hall (2014), found a stronger positive correlation among
male physicians between patient satisfaction and patient centeredness, measured by independent
video tape coders, than for female physicians. They also found that males got more
acknowledgements for being patient centered and were considered concurrently more competent.
There was such relation for the females. Patients appreciate female doctors’ patient centeredness
but because of the overlay in personality they assume of women, they do not see it as an
indication of professional capability, but as an expected behavior. This means the qualities that
constitute patient centered care are underappreciated when patients evaluate female doctors. A
patient centered male doctor is seen as a good doctor, while a patient centered female doctor is
seen merely as a good woman (Roter & Hall 2014).
Another way a gender bias may present itself is in the work place among coworkers.
Cuadrado, Garcia-Ael, and Molero (2015) found that masculine traits where valued as more
important than female characteristics for becoming a successful middle manager regardless of
the condition the subjects were exposed to. They also found that male leaders only need to
exhibit masculine characteristics, while women leaders must also show feminine traits in order to

4. EXPOSING GENDER BIAS 4
be perceived as effective by subordinates. This stereotyping contributes to the difficulties
women face in trying to attain and maintain managerial careers.
Careers held by both men and women have been studied to try to uncover differences in
the way their roles are carried out based on gender. A study done by Keenan and Rush (2015)
looked at how the judges of two southern states decided upon sending juveniles to adult court.
The study looked at gender of the judges along with other demographic information such as age,
race, and jurisdiction. It was found that there was no significant differences in the ways judges
make this decision based on the demographic details of the deciding judge. They did point out a
study which indicated judges from rural areas impose more punitive penalties on female
offenders than male offenders when compared with urban area judges (Keenan and Rush 2015).
It was determined that gender had no effect on their decision making ability.
An analysis of English as a second language or ESL books in Hong Kong, again reveal
bias, stigma, and the need for changes. An ordinance passed in 1995 titled the Sex
Discrimination Ordinance, called attention and aimed to fix sexist stereotyping in Hong Kong.
The study of ESL books tries to point out that children learn these stereotypes from the books
they use and the changes made to them since the ordinance passed. The population of women
has surpassed that of men in Hong Kong from 1997 to 2006 (Lee & Collins 2008). While the
number of images and times they appear in the language has increased (not surpassed the men as
in reality) in the ESL books, their roles largely remain passive. They are described as
housewives, victims calling for help, and more concerned with their own looks. There is a
contrast in the language sentence structure examples. Phrases like, Mr. Lam is _______ assistant
manager and Mrs. Lee is ______ housewife. She spends _______ hour _____ day in the health
club to keep fit, perpetuate the learning of a gender bias. The books were encouraged to use the

5. EXPOSING GENDER BIAS 5
use of the title Ms. More often. However in the example, they did not. They suggest that a
gender bias is still being learned through the way books represent the world, even if it may be
false.
Due to the gender bias despite the ability of women, we predict that we can unveil a bias
using a simple experiment. A higher score will show a better favoring of the article. We
hypothesize that these predictions will show for the participants of our study through the inherent
favoring of a male-centric article over an identical female-centric article.
Method
Design
A between-groups, simple experiment was done. The independent variables were the two
gender specific versions of an otherwise identical article. The dependent variable of the study
was the participants’ responses and score total to the presented article. The study utilized a
Likert style survey which was pre-approved by the Institutional Review Board. Statements and
degree of agreement were based on assessing the quality and value of the read article.
Participants
We used convenience sampling to collect the sample. Hard copies of an informed
consent form, a male or female article, and a post-article assessment were distributed to the
individuals. A total of 28 subjects voluntarily and without compensation responded to the
survey. Of the 28 there were 8 male and 20 female respondents. The average age of the
participants was 40, S.D. = 12.97. Of those who reported, education levels were: 6 High School
Diploma, 8 some college, 7 bachelor’s degrees, 1 master’s degree, 4 doctorate degree, and 2
claiming NA.

6. EXPOSING GENDER BIAS 6
Materials
Participants were randomly given a male of female version of an article. The 2 page
article concerned the effects of the mandatory arrest law in the state of Wisconsin. Although the
content was the same for both articles, slight changes were made to design a male and a female
story. The female article was given a female name for the author and for every name mentioned
in the story. This style also included a small clip art image of a female reporter. For example,
the female author’s version was worded as follows:
The study was a follow-up to the Milwaukee Domestic Violence Experiment from 1987-1989
and undertaken by the same primary researcher, Judith W. Sherman, a University of Maryland
professor and director of Cambridge University's Police Executive Program. The 2014 study was
co-authored by Heather M. Harris from the University of Maryland and will be published in the
Journal of Experimental Criminology. (Luthern, A. 2015).
The male style was given a male author, a male name for every name in the story and a male clip
art image. The wording was changed as follows in the same excerpt as above:
The study was a follow-up to the Milwaukee Domestic Violence Experiment from 1987-1989
and undertaken by the same primary researcher, Lawrence W. Sherman, a University of
Maryland professor and director of Cambridge University's Police Executive Program. The 2014
study was co-authored by Henry M. Harris from the University of Maryland and will be
published in the Journal of Experimental Criminology.
Once the participants completed the reading portion, they were asked to complete a 4
point Likert scale survey. Evaluation statements included sentences such as, “This article was
well written” and “This article has significance to the state of Wisconsin.” The survey offered
four ways to respond in a forced choice format, to a statement and was coded as such: 4 =

7. EXPOSING GENDER BIAS 7
strongly agree, 3 = agree, 2 = disagree, 1 = strongly disagree. Total scores were given by
adding all the values.
Demographic information was also collected. Gender, age, and highest level of
education were asked of each participant. Each identifier was followed by an NA or not
applicable option for the participant.
Procedure
Convenience sampling was the method of collecting the sample for this experiment.
Potential volunteers were briefed on the purpose, risks, benefits, involvement requirements, and
where they could go for more information. Participants were randomly given a hard copy of a
male or a female version of the study, followed by the survey and demographic inquiry. The
estimated duration of participation was 10 to 15 minutes. They were not given a time limit but
all participants completed the survey in time for data collection. Data collected were used for an
experimental psychology project at Mount Mary University. Final data were analyzed by a t-test
and two-way ANOVA using the Statistical Package for the Social Sciences (SPSS).
Results
Mean values of both the male and female versions were calculated. The male article
was favored with a higher score (M = 18.6, SD = 3.29) while the female article was assessed
lower (M = 15.77, SD = 3.09) refer to figure 1. This supports the hypothesis that the male
version of an identical article would score higher. To determine if the difference in the values is
significant we performed an independent samples t test. The test showed the results were
statistically significant, t (26) =-2.33, p=.028. A Cohen’s d performed produced an effect size of
.88 which is considered a large and strong effect size. This means the average of the male scores
are .88 standard deviations higher than the female scores. A two-way ANOVA was performed

8. EXPOSING GENDER BIAS 8
to assess whether there was an interaction between education level and score given. Data was
coded as participants with post high school education or high school being the highest level of
education. Education level does not moderate a gender bias; this is supported by an R-squared,
often called the coefficient of determination value of .202. This shows a weak relationship.
Discussion
The findings support that a gender bias exists when considering identical work presented
by either a male or a female. The fact that education level does not have an effect suggests that
higher education may not be the way to improve this issue. Changing the way women are
represented as suggested in the Lee and Collins (2008) study may be more effective. An
accusation of a bias can be detrimental. As Schmitt (2015) has stated that it is not appropriate
for an article to propagate the mischaracterization of evolutionary psychology as a particularly
sexist discipline. In his article he argues that false accusations were made about his field of
study being gender biased. There will be push back, but we have a strong effect.
When considering the construct validity of our study, using a four point Likert scale
discourages the fence sitting response set. Having well coded answers makes them
straightforwardly quantifiable. Offering an NA option also promoted any further desired
anonymity and consequently integrity.
Our statistical findings are strong, showing a Cohen’s d of .88 and explaining a way an
expected moderator with an R-squared of .202. This provides confidence that we can support
our original hypothesis.
Some confounds may exist. We did use convenience sampling which does not offer a
true random sample or random assignment for the male or female type articles. Convenience
sampling also decreases the generalizability of the study. Some of the responses were made in

9. EXPOSING GENDER BIAS 9
the presence of the researcher which may have caused observers effects and yeah saying.
However the careful wording of the post survey factored out demand effects as there were no
questions about gender of any kind, only statements assessing the articles content and value.
Further research can be done. Another new study could be done using a weaker
manipulation while the current study would serve as a pilot. The weaker manipulation could be
a changing of just the author’s name. This could find just how sensitive the concept of a gender
bias might be. Collecting a more random sample and implementing random assignment would
help the findings generalize to more of the intended population. We would like to see the
supportive findings here used to help populations effected by any bias. A bias blind spot makes
an unfair assumption about otherwise capable, innocent, or qualified people.

10. EXPOSING GENDER BIAS 10
References
Cuadrado, I., Garcia-Ael, C., & Molero, F. (2015). Gender-typing of leadership: Evaluations of
real and ideal mangers. Scandinavian Journal of Psychology, 56, 236-244.
Keenan, S. J., Rush, J.P., & Cheeseman, K.A. (2015). Judicial waiver decisions in two southern
states: A study of judicial perceptions. American Journal of Criminal Justice, 40, 100-
115.
Lee, J. F. K. & Collins, P. (2008). Gender voices in Hong Kong english text books: Some past
and current practices. Sex Roles, 59, 127-137.
Luthern, A, (2014). Study finds link between abuse victims deaths, abuser arrests. Milwaukee
Journal Sentinel. Retrieved from www.jsonline.com
Roter, D. L., & Hall, J. A. (2014). Women doctors don’t get the credit they deserve. Journal of
General Internal Medicine, 30(3), 273-274.
Schmitt, D. P. (2015). On accusations of exceptional male bias in evolutionary psychology:
Placing sex differences in citation counts in proper evidentiary contexts. Evolutionary
Behavioral Sciences, 9, 69-72.

11. EXPOSING GENDER BIAS 11
Figure 1. Mean Distribution of Male and Female Assessment Scores
Note. N = 28, Female n = 13, Male n = 15