Gendered Competence Perceptions in Graduate Employability Assessment: Unpacking Implicit Bias in Early Career Evaluation

Abstract

Despite growing attention to gender equity in higher education and employment, subtle and systemic biases continue to shape perceptions of graduate competence. This paper examines how gender stereotypes influence the evaluation of transversal competencies during the transition from university to the labor market. Drawing on quantitative data from 440 employer assessments of graduates from a Spanish university, we identify both the persistence of stereotypical associations (e.g., men with technical performance, women with interpersonal traits) and their impact on competence evaluation. Although most univariate analyses revealed no significant differences, multivariate analyses (MANOVA) and non-parametric tests indicated a statistically significant gender gap in perceived action and performance at work. These findings suggest that even in contexts with apparently neutral evaluation systems, implicit gender norms can influence the interpretation of soft skills and professional behaviors. Our study contributes to the literature on employability, human capital assessment, and gender in the workplace by providing evidence of how bias may persist in subtle forms during the early career phase. We argue that addressing these forms of bias is crucial for building equitable talent pipelines and propose specific HR practices—such as structured evaluations, blind reviews, and bias awareness training—to mitigate their effects. These insights are particularly relevant for HR professionals and policymakers committed to fostering inclusive organizational cultures.