Influence of sexual preference cues on rating applicants for a teaching position

Subjects differentially evaluated one excellently qualified candidate for a teaching position in Grade 4 as a function of varied informal notes attached to an application. The three variations were heterosexually cued behaviors, homosexually cued behaviors, and no cues. This application was presented along with four other standardized applications to which informal notes were also attached. The application was rated most favorably by the subjects when the heterosexually cued behaviors were present, and least favorably when homosexually cued behaviors were present. In addition, men displayed more discriminative behaviors in their ratings than did women.