This research contributes to the growing literature on inclusive pedagogy toward creating a psychologically safe environment for learning. The authors build on the prior multi-disciplinary literature suggesting that stereotype threat exists in assessment tasks. An instrument is designed and implemented to investigate whether the presence of gendered demographic data in a marketing assessment task will trigger stereotype threat, and in turn, affect the performance of female-identifying students. While exploratory in nature, the findings suggest that gendered data used for assessment purposes may negatively impact the performance of both female- and male-identifying marketing students, highlighting the importance of continuing conversations about biases in traditional marketing pedagogy.