The way in which the academic community perceives the pedagogic behaviors associated with women's effective teaching at the college level can have widespread ramifications for women who hope for careers in postsecondary education. One of the major purposes of this investigation was to compare how faculty in masculinely- and femininely-stereotyped teaching disciplines, as represented by engineering and home economics, respectively, perceived selected pedagogic behaviors of women professors in their fields. It was assumed that if no stereotyped perceptions existed, engineering and home economics would have perceived their women professors' pedagogic behaviors similarly. Two forms of the same questionnaire were devised for faculty in engineering and home economics throughout the 19 California state colleges and universities to rate the pedagogic behaviors of women professors. The implications of the research findings are that the pedagogic behaviors of women professors in masculinely-stereotyped teachings disciplines are perceived differently than the same pedagogic behaviors of women professors in femininely-stereotyped teaching disciplines. Masculinely-stereotyped academic communities tend to perceive women professors as "less effective" on the majority of the effective pedagogic behaviors studied. (Author/LBH)