What's in a name? The status implications of students' terms of address for male and female professors

College students participated in two studies assessing differences in terms of address for male and female professors (i.e., first name vs. title) and the implications of the terms selected. In Study 1, 243 students reported their terms of address for professors of their present classes. As predicte d, tile probability of being addressed by title was significantly greater f or male professors than female professors. In Study 2, 120 students read an d answered questions about a transcript of a class session ostensibly taugh t by a male or female professor whom students addressed by first name or ti tle. Professors were perceived to hold higher status when addressed by titl e, regardless of their gender. Female, but not male, professors addressed b y title were perceived to be less accessible. These findings suggest that f emale professors hold lower status than male professors and must often choo se between perceptions of status versus accessibility.