Academic Gender Bias and Women's Behavioral Agency Self‐Efficacy

The relationship between academic gender bias and female students' agentic self‐efficacy expectations was examined. Agentic self‐efficacy expectations was defined as an individual's beliefs about her ability to successfully engage in proactive educational and career facilitative behaviors. Participants included 67 full‐time junior and senior undergraduate women enrolled in traditional, nontraditional, and gender‐neutral majors. Results revealed that perceived academic gender bias was significantly predictive of agentic self‐efficacy expectations, above and beyond the contributions of sex role attitudes, gender concentration of major, and race/ethnicity. Implications for women's career development and future research are discussed.