Women are underrepresented among American legislators and political science majors. One explanation is that gender imbalances propagate through space and time. In this paper, we introduce a paired experiment aimed to assess the downstream attitudinal effects of priming the issue of women's representation. At one predominantly male university and one gender-balanced university we randomly assigned Introduction to American Politics classes to complete a reading, written reflection, and in-class group activity on either gender representation or general representation in Congress. As expected, students who were assigned to read the gender representation treatment article were more likely to discuss gender issues during the in-class activity than students who read the general representation control article. However, contrary to our theoretical expectations, the treatment was ineffective in changing lasting student attitudes on gender representation in politics. In sum, there were minimal differences in treatment effects between the two disparate experimental settings. Our results suggest that single-shot lessons on women's representation in political science classrooms is insufficient to change perceptions, attitudes, and motivations underlying near ubiquitous political gender imbalances and and instructors should strive to mainstream gender into American politics curricula.