For example, the researchers tracked which students responded to questions posed to the class as a whole, not one particular student. At the beginning of the semester, female students were much less likely than male students (9 percent vs. 23 percent) to respond to such questions, regardless of the gender of the instructor. But as the course progressed, female students became much more likely to respond to such questions posed by female instructors (46 percent of female students were responding) than to male instructors (only 7 percent of female students were responding). Likewise, a larger percentage of male students answered questions posed by female instructors (42 percent of men) than by male instructors (only 26 percent of men). Notably, however, the impact of having a female instructor vs. a male instructor was much greater for women. The researchers tracked other measures as well. At the beginning of the courses, there were not notable differences in whether female students approached female instructors (12 percent did) or male instructors (13 percent did) with questions after class. But as the course progressed, the percentage of female students approaching female instructors stayed constant, while the number approaching male instructors dropped -- all the way to zero.

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