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We investigated the effects of gender stereotype violations within the context of teaching during the COVID-19 pandemic as well as whether social penalties for violating gender stereotypes in this domain are moderated by trait levels of gender system justification. Participants ( N  = 254) rated four hypothetical teaching scenarios where target sex (male or female teacher) and reason for refusal to return to in-person teaching (advocating for one’s self vs. advocating for others) were manipulated. Results showed that as predicted, participants with high levels of gender system justification rated self-advocating female teachers least favorably. Unexpectedly, participants with low levels of gender system justification rated self-advocating male teachers least favorably. Implications for gender stereotype violation are discussed as well as implications for those teaching during the COVID-19 pandemic.

Are you advocating for me? Social penalties toward teachers that (dis)confirm gender stereotypes during the COVID-19 pandemic