The competence, hireability, salary conferral, and mentoring scales were each submitted to a two (student gender; male, female) × two (faculty gender; male, female) between-subjects ANOVA. In each case, the effect of student gender was significant (all P < 0.01), whereas the effect of faculty participant gender and their interaction was not (all P > 0.19). Tests of simple effects (all d > 0.60) indicated that faculty participants viewed the female student as less competent [t(125) = 3.89, P < 0.001] and less hireable [t(125) = 4.22, P < 0.001] than the identical male student (Fig. 1 and Table 1). Faculty participants also offered less career mentoring to the female student than to the male student [t(125) = 3.77, P < 0.001]. The mean starting salary offered the female student, $26,507.94, was significantly lower than that of $30,238.10 to the male student [t(124) = 3.42, P < 0.01] (Fig. 2).