Grade Expectations as a Function of Sex, Academic Discipline, and Sex of Instructor

Abstract

Twelve hundred and fifty college students starting introductory courses in thirteen academic disciplines were asked to predict their grade in the course. Results showed that overall, males predicted higher grades for themselves than did females ( p < .001). This held true for entering freshmen as well as for those with previous college experience. The phenomena was noted in 26 of 37 classes tested, including 7 of 9 in the natural sciences, 11 of 13 in the social sciences, but only 8 of 15 in the humanities. Sex of the instructor was irrelevant, raising the question of whether female instructors as role models have the positive effect upon women students that has been claimed. The differences found were slight, but persistent. Both sexes predicted very high grades. The data suggest that sex differences in prediction were not based on a female sense of incompetence, but upon a greater willingness among males to make highly positive predictions.