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Detailed Contents
Preface
Acknowledgments
AbouttheAuthors
Unit I Foundations
Chapter1IntroducingSexandGender
HowDoWeExplainCentralConceptsinthePsychologyofSexandGender?
SexandGender
TheSexandGenderBinaries
GenderIdentity
SexualOrientation
Intersectionality
MasculinityandFemininity
WhatMakesSexandGenderSoComplicated?
ComplexityandChange
UbiquityandInvisibility
HowHaveGenderMovementsShapedHistory?
StructuresofPowerandInequality
Women’sMovementsandtheRiseofFeminisms
Women’sMovements
Feminisms
▶ Debate:AreMenOverlookedinFeministMovements?
Men’sMovements
GayRightsMovements
TheTransgenderMovement
WhereAreWeNow?InclusivityandIntersectionality AboutThisBook
Our(Interdisciplinary)PsychologicalApproach
OurChallengetoYou:CriticalThinking
Chapter2StudyingSexandGender
WhatIstheMeaningofDifference?
▶ Debate:ShouldPsychologistsStudySexDifferences? WhatIsScience?
TheScientificMethod
▶ JourneyofResearch:ConceptualizingandMeasuringMasculinityandFemininity
WhatArethePrimaryMethodsUsedinSexandGenderResearch?
QuantitativeResearchMethods
ExperimentalDesigns
ExPostFactoDesigns
Quasi-Experiments
CorrelationalDesigns
QualitativeResearchMethods
CaseStudies
Interviews
FocusGroups
MixedMethods
WhatDoMeta-AnalysesandEffectSizesTellUsAboutSexDifferences?
EffectSizes
OverlapandVariance
BeyondOverallEffectSizes
Unit II
WhatAreSomeBiasesCommoninSexandGenderResearch? IdentifyingtheResearchQuestion
DesigningtheStudyandCollectingData
InterpretingandCommunicatingtheResults
HowDoWeAddresstheChallengesinSexandGenderResearch? GuidelinesforGender-FairResearchDesign
DiversityIssuesintheStudyofSexandGender
Becoming Gendered: Biological and Social Factors
Chapter3TheNatureandNurtureofSexandGender
NatureVersusNurtureorNatureandNurture?
Gene-by-EnvironmentInteractions
Epigenetics
HowDoNatureandNurtureShapeSexDifferentiation?
TypicalSexDifferentiation
ChromosomesandGenes
HormonesandAnatomy
▶ JourneyofResearch:UnlockingGeneticandHormonalContributionstoSex IntersexConditions
ChromosomesandGenes
HormonesandAnatomy
▶ Debate:ShouldIntersexIndividualsBeAllowedtoCompeteinAthleticCompetitions?
HowDoNatureandNurtureShapeSexAssignmentandGenderIdentity?
OptimalSex
GenderIdentity
GenderConfirmationProcedures
WhatDoSexDifferencesinBrainStructureReveal?
SexDifferencesintheBrain
EquatingtheBrainWith“Nature” NeuroscienceorNeurosexism?
HowDoTheoriesofSexDifferencesAccountforNatureandNurture? EvolutionaryPsychology
BiosocialConstructionistTheory Chapter4GenderDevelopment
HowCentralAreSexandGenderinEarlyDevelopment?
WhatAretheMajorTheoreticalApproachestoGenderDevelopment?
SocialLearningTheoriesandSourcesofSocialization
Parents
Siblings
TeachersandPeers
Media
▶ Debate:ShouldToysBeMarketedasGenderNeutral? CognitiveTheories
Cognitive-DevelopmentalTheory GenderSchemaTheory DevelopmentalIntergroupTheory GenderSelf-SocializationModel
EvaluatingSocialLearningandCognitiveTheories WhatAretheExperiencesofGender-NonconformingChildren?
BiologicalandSocialContributionstoGenderNonconformity NonconformingIdentitiesandMilestones
HowDoSexandGenderShapeDevelopmentinAdolescenceandEmergingAdulthood? PubertyandtheTransitiontoYoungAdulthood
RelationshipsWithParents
Friendship,Dating,andSocialNetworking
GenderedSelf-ViewsAcrossTimeandCultures
HowDoSexandGenderShapeDevelopmentinMiddleandLateAdulthood?
CulturalIdealsofWomanhoodandManhood GenderedSelf-Views
Women’sGenderAdvantage?
TheDoubleStandardofAging
Unit III Stereotypes, Discrimination, and Power
Chapter5TheContentsandOriginsofGenderStereotypes
WhatAretheContentsandStructureofGenderStereotypes? CommunionandAgency
TheStereotypeContentModel
TheWomen-Are-WonderfulEffect
▶ JourneyofResearch:ThinkManager–ThinkMale SubgroupsandIntersectionality
TransgenderStereotypes
SexualOrientationStereotypes
WhatAreSomeConsequencesofGenderStereotyping?
PenalizingGenderRoleViolators
ConfirmingNegativeStereotypes
WhereDoGenderStereotypesComeFrom?
EvolutionaryPsychology
SocialRoleTheory
BiosocialConstructionistTheory
AreGenderStereotypesAccurate?
Challenges:Defining“Reality”andAccuracy CognitiveStereotypes
PersonalityStereotypes
NonverbalandVerbalCommunicationStereotypes StereotypesAcrossMultipleDomains
▶ Debate:AreGenderStereotypesAccurate? SoHowUniversalAreGenderStereotypes,Really?
Chapter6Power,Sexism,andDiscrimination
HowDoPowerandPrivilegeRelatetoSexandGender?
PatriarchalandMatriarchalSocialStructures
StructuralVersusDyadicPower
WaysofExertingPower Force
ResourceControl
CulturalIdeologies
Privilege
Intersectionality,DoubleJeopardy,andInvisibility
WhatIsSexism,andWhyDoesItPersist?
AmbivalentSexismTowardWomen
AmbivalentAttitudesTowardMen
▶ JourneyofResearch:MeasuringGenderRoleandSexistAttitudes
SocialDominanceandSystemJustificationTheories WhyDoSexistAttitudesMatter?
▶ Debate:DoMenExperienceSexism?
WhatIsGenderDiscrimination?
OvertDiscriminationandMicroaggressions
GlobalGenderDiscriminationinEducationandPolitics
HowCanWeResistandReduceGenderDiscrimination?
AffirmativeAction:It’stheLaw
ConfrontingGenderDiscrimination:IndividualEfforts
ResistingGenderDiscrimination:CollectiveAction
BeinganAlly
Unit IV Cognition, Emotion, and Communication
Chapter7CognitiveAbilitiesandAptitudes
WhatIsCognitiveAbility?
▶ JourneyofResearch:MeasuringtheBrainFromPhrenologytofMRI
SexDifferencesinGeneralMentalAbility
WhatAretheSexDifferencesandSimilaritiesinCognitiveAbilities?
VerbalPerformance
VocabularyandVerbalFluency
ReadingandWriting
VerbalReasoning
QuantitativePerformance
Visual-SpatialPerformance
MentalRotation
SpatialPerceptionandVisualization
SpatialLocationMemory
SexDifferencesintheVariabilityofCognitiveAbilities
HowDoIndividualDifferencesandContextInfluenceCognitivePerformance?
Culture
StereotypeThreat
WillingnesstoGuessonTests
AchievementMotivationandSensitivitytoFeedback
HowDoSexandGenderMatterinEducationalSystemsandSTEMFields?
EducationandSchoolPerformance
CulturalInfluences
HomeandClassroomDynamics
▶ Debate:DoChildrenFareBetterinSingle-SexClassrooms?
Sex,Gender,andSTEMFields
Discrimination
Interests,Values,andExpectations
GenderedFamilyResponsibilities
Chapter8Language,Communication,andEmotion
HowDoesGender-RelatedLanguageInfluenceSocialPerception?
GenderedFeaturesofLanguage
TheGenericMasculine
GrammaticalGender
DiminutivesandGenderLabels
TheInfluenceofGenderedLanguageonPerceptions
WhatRolesDoSexandGenderPlayinVerbalCommunication?
SexDifferencesinHowPeopleCommunicate WhoTalksMore?
WhoInterruptsMore?
SexDifferencesinWhatPeopleCommunicate
Gossip
SocialMedia
BeyondSexDifferences:IntersectionalityinCommunication VerbalCommunication:What’stheBigPicture?
WhatRolesDoSexandGenderPlayinNonverbalCommunication?
SmilingandEyeContact
PersonalSpaceandTouch
BodyPostureandGait
NonverbalCommunication:What’stheBigPicture?
HowDoSexandGenderShapetheExperience,Expression,andIdentificationofEmotions?
EmotionalExperienceandExpression
▶ Debate:AreWomenMoreEmotionalThanMen? DisplayRules
EncodingandDecodingAccuracy
EmpathyandEmotionalIntelligence
▶ JourneyofResearch:UnderstandingEmpathy,FromDarwintoMirrorNeurons Unit V Sexuality, Relationships, and Work
Chapter9SexualOrientationandSexuality
HowDoUnderstandingsofSexualityandSexualOrientationDifferAcrossTimeandCulture?
▶ JourneyofResearch:SexualOrientationChangeEfforts
WhatIsSexualOrientation?
SexualIdentity
Motivation:DesireandLove
SexualBehavior
ComplexityofSexualOrientation
HowDoesSexualOrientationDevelop?
PhaseModelsofSexualIdentityDevelopment
MilestoneandNarrativeModelsofSexualMinorityIdentityDevelopment
WhyDoPeopleDifferinSexualOrientation?
BiologicalTheories
EvolutionaryTheories
TheIntegrativeApproach
EvaluationofTheories
HowDoSexandGenderContributetotheExperienceofSexuality?
SexualBehaviorandAttitudes
▶ Debate:DoMenHaveaStrongerSexDriveThanWomen?
OrgasmFrequencyandSexualSatisfaction
SexualFluidity
HowDoesSexualityChangeOvertheLifeCourse?
SexualTrajectories
TheMedicalizationofSexualChanges
Chapter10InterpersonalRelationships
WhatRolesDoSexandGenderPlayinSocialNetworksandFriendships?
SocialNetworks
Friendships
SexDifferencesinFriendshipIntimacy Cross-SexFriendships
FriendsWithBenefits
LGBTFriendships
WhatRolesDoSexandGenderPlayinInterpersonalAttraction?
MatePreferences:SimilaritiesandDifferences
MateSelection:WhomDoWeChoose?
DatingRelationships
DatingScriptsandPaternalisticChivalry
ExperiencingLoveandRomance
WhatIstheNatureofMarriage PastandPresent?
ABriefSocialHistoryofMarriage
ContemporaryMarriage-LikeRelationships
TheChangingAmericanFamily
ArrangedVersusAutonomousMarriages PolygynyandPolyandry
ConsensualNonmonogamyandPolyamory
WhatRolesDoSexandGenderPlayinCommittedRelationships?
HappyRelationships:EquityandLove MakingDecisions
DividingLaborandChildcare
ShowingLove
RelationshipStruggles:JealousyandConflict Jealousy
DealingWithConflict
▶ Debate:DidWomenandMenEvolveDifferentJealousyReactions? SeparationandDivorce
WhatRolesDoSexandGenderPlayinParentingandFamilyRelationships?
ParenttoParent:GenderandParentalRelationships
ParenttoChild:GenderandCaringforChildren
Chapter11WorkandHome
HowHaveWorkandHomeLaborDivisionsChanged?
HowDoPeopleDivideHouseworkandChildcareatHome?
TrendsandInequities
WhoDoesWhat?
Childcare
PredictorsoftheDivisionofDomesticLabor
TimeAvailability
RelativeIncome
GenderRoleIdeology
MaternalGatekeeping
HowDoesGenderOperateintheWorkplace?
GenderandLeadership
GlassCeilings,GlassCliffs,andStickyFloors BiasAgainstWomen
SexualOrientation,GenderIdentity,andRace BiasAgainstMen
HowCanWeExplaintheGenderWageGap?
WhatIstheGenderWageGap?
▶ Debate:IstheGenderWageGapaMyth? PossibleExplanationsfortheGenderWageGap
EducationandOccupationalSegregation
OccupationalFeminization
SalaryNegotiation
RelocationsandCareerInterruptions
Overwork
ConclusionsAbouttheGenderWageGap
HowDoWorkandFamilyRolesInteract?
▶ JourneyofResearch:FromWork–FamilyConflicttoWork–LifeEnrichment
ConflictandEnrichment
FlexibleWorkandFamilyLeavePolicies
Unit VI Health and Well-Being
Chapter12GenderandPhysicalHealth
HowHaveUnderstandingsofHealthandLongevityChangedOverTime?
ChangesinLifeExpectancy
Mortality(Death)andMorbidity(Sickness)
▶ Debate:DoWomenorMenExperienceBetterPhysicalHealth?
HowDoBiologicalFactorsShapeSexDifferencesinHealth?
GeneticFactors
HormonalInfluences
AnEvolutionaryTheoryofHealthandLongevity
HowDoSocialFactorsContributetoSexDisparitiesinHealth?
Health-RelevantBehavior:ThingsThatPeopleDo AccidentsandRiskySex
Smoking,AlcoholUse,andDiet
PhysicalActivityandExercise
Health-RelevantTraits:WaysThatPeopleAre AccessingHealthCare
SeekingHealthCare
ReceivingHealthCare
Gender-EgalitarianCommunitiesandHealth
HowDoMultipleSystemsofDiscriminationShapeHealthandHealthCare?
Race,Ethnicity,andSex
SocioeconomicStatus,Sex,andRace/Ethnicity
SexualOrientationandGenderIdentity
HowHasReproductiveHealthBeenMedicalized?
▶ JourneyofResearch:PregnancyandChildbirthAdviceThroughtheCenturies
Chapter13GenderandPsychologicalHealth
HowAreMentalIllnessesDefined,Classified,andConceptualized?
TheDiagnosticandStatisticalManualandtheInternationalClassificationofDiseases
TheTransdiagnosticApproach:InternalizingandExternalizingDisorders
▶ JourneyofResearch:TreatmentofTransgenderIdentityintheDSM
WhatFactorsContributetoSexDifferencesinInternalizingDisorders?
GenderRoleFactors
AbuseandViolenceFactors
PersonalityFactors
BiologicalFactors
WhatFactorsContributetoSexDifferencesinExternalizingDisorders? GenderRoleFactors
PersonalityFactors
BiologicalFactors
▶ Debate:DoWomenSufferFromDepressionMoreThanMen? WhatRolesDoSexandGenderPlayinEatingandBodyImageDisorders?
ObjectificationTheory,BodyImage,andEatingDisorders LinkstoWomen’sMentalHealth
RolesofMediaandCulture
IntersectionalityandEatingDisordersAmongWomen
GenderIdentity,BodyDissatisfaction,andEatingDisorders
TheDesireforMuscularity
HowDoSexualandGenderMinorityStatusesRelatetoMentalHealth?
Victimization,Discrimination,andRejection
Homelessness
InstitutionalDiscrimination:AHostileEnvironment
InternalizedStigma:HomophobiaandTransphobiaFromWithin WhatRolesDoSexandGenderPlayinMentalHealthHelp-Seeking?
SexDifferencesinRatesofHelp-Seeking IntersectionalityandHelp-Seeking
WhatRolesDoSexandGenderPlayinHappinessandWell-Being? SubjectiveWell-Being
Communion,Agency,andWell-Being
Chapter14AggressionandViolence
AreThereSexDifferencesinAggression?
SexDifferencesinPerpetratingAggression
PhysicalAggression
VerbalAggression
RelationalAggression
Cyberbullying
SexDifferencesinExperiencingAggression
What’stheBigPicture?
WhatAretheMajorFormsofGender-BasedAggressionandViolence?
IntimatePartnerViolence
SituationalCoupleViolenceVersusIntimateTerrorism
▶ Debate:DoMenPerpetrateIntimatePartnerViolenceMoreOftenThanWomen?
SexualViolence:RapeandSexualAssault
HowCommonIsSexualViolence?
WhoCommitsSexualViolence?
TheAftermathofSexualViolence
Sex-BasedHarassment
WhatExplainsGender-BasedAggressionandViolence?
BiologicalFactors
Testosterone
EvolvedJealousy
SocioculturalFactors
HonorCultures
PrecariousManhood
PowerandStructuralGenderInequality
I3 Theory
WhatIstheRelationshipBetweenPornographyandSexualAggression? DefinitionsandPrevalence
▶ JourneyofResearch:Science,Politics,andPornography
PornographyandSexualAggression
Glossary References Index
Preface
Thisbookreflectsanewapproachtothepsychologyofsexandgender.Asinstructorsofundergraduate psychologyofgendercourses,weregularlyfacethreechallengeswhenselectingatextbook First,sometextbooks canreadaslightonscience Second,existinggendertextbooksoftenemphasizethepsychologyofwomenrather thangivingequalweighttotheexperiencesofpeopleofallsexesandgenderidentities.Third,thefieldofgender researchchangesataremarkablepace,makingtextbooksfeeldatedquickly Inwritingthisbook,wespecifically tackledeachofthesechallengestoyieldanexcitingnewofferingtothefield
Totacklethefirstchallenge thatgendertextbookscanseemlightonscience ourbookputscutting-edge scienceatthecenter.Thisapproachreflectsourbeliefthatstudentsmustcriticallyevaluatetheempiricalevidence anddrawtheirownconclusionsaboutcontroversialissuesandfindings Giventhecentralityofsexandgenderto mostofourlives,peopletendtoapproachthesetopicswithpreconceivedviews,butsuchviewsoftenstemfrom culturalstereotypes,folkbeliefs,andoutdatedassumptionsratherthanfromsystematic,empiricalobservations. Ourbookemphasizesscienceasauseful,albeitimperfect,methodforreducingbiases Atthesametime,wecover politicallychargedtopicsandtacklechallengingdiscussionswhenrelevant Researchonsexandgenderhas inevitablesocialandpoliticalimplications,andwhensuchimplicationsarise,weinvitestudentstoconsider multipleperspectivesandquestiontheirassumptions
Totacklethesecondchallenge thatexistingtextbooksoftenprioritizethepsychologyofwomen ourbook takesabroadapproachtothepsychologyofsexandgender.Whenwefirstsetouttowritethisbook,wenoticed thatmanyofthetop-sellingpsychologyofgendertextbookswereprimarilyaboutwomen.Thesebooksfillan importantsocialandhistoricalneed,aswomenandwomen’sexperienceswerelargelyneglectedbymainstream psychologyformanydecades.Thatsaid,wethinkthatthetimeisripeforadifferentkindoftextbook,onethat closelyreflectscurrentsocioculturalcontextsandunderstandingsofsexandgender.Ourbookincludesnotonly therichliteratureonmenandmasculinitybutalsotheexpandingliteraturesontransgender,nonbinary,and gender-nonconformingidentitiesandexperiences Italsohighlightssexualorientationdiversityand intersectionalityandpushesstudentstothinkaboutevermoreinclusivewaysofconceptualizingsexandgender.
Totacklethethirdchallenge thatthefieldofgenderresearchproceedsatabreakneckpace wecoverthemost up-to-datefindingsandinterweavethesewithclassic,time-honoredtheories,approaches,andstudies Inthepast decade,scientificunderstandingsofsexandgendersawrapidtransitions.Weknowmorethaneverbeforeabout topicslikegenderidentityandsexualorientation,genesandhormones,theeffectsofgenderstereotypesontheir targets,andthenatureofsexism Oldtheoriesandassumptionsthatlongheldswayareregularlyupendedbynew findings.Atthesametime,underlyingtheserapidchangesaresomeenduringpsychologicaltruths.Psychologyof genderinstructorsneedabookthatbothkeepsupwiththechangesanduncoverstheenduringtruths Asscholars inthisfieldwhofollowthemostupdatedfindings,wearewellpositionedtoreportonthevanguardandsituateit withinthefundamentalsofpsychology.
Notonlydoesthisbookfillneedsspecifictothepsychologyofsexandgender,italsofillsamoregeneralneed sharedbyallhigh-qualitytextbookusers:toenhancestudents’learningbypromotingdeepprocessingof information Specifically,thistextutilizescurrentbestpracticesfromthescholarshipofteachingandlearningto facilitatestudents’understandingofmaterialbypromptingthemtodevelophabitsofcriticalandintegrative thinking
Finally,awordaboutourtitle WerealizethatmanybooksonthesametopicwilloptforthesimplerPsychologyof Gender.Manygenderresearchersavoidthetermsexbecauseoftheconventioninthefieldthatsexmeans biologicaldifferencesbetweenwomenandmenwhilegenderreferstosocioculturalassumptionsandrolesthat accompanymalenessandfemaleness Breakingfromthisconvention,weembracethetermsexanduseitsimplyto refertothecategoriesofbeingmale,female,orotherwise.Wethereforeincludesexinourtitletoillustratethat categoriesofsexareconceptuallydistinctfromgender,ratherthantoimplyanydistinctionbetweenbiologicaland socialcauses Infact,throughoutthebook,weregularlyinsistthatnatureandnurtureareintertwinedinwaysthat
makethemimpossibletoseparate.Thisreflectsagrowingawarenesswithinpsychologyoftheinseparabilityof natureandnurture:Biologicalfactorsshapehowpeopleandculturesconceptualizegender,andsocialfactors shapeourinterpretationsoftheanatomyandphysiologyofsex WehighlightthisthemeexplicitlyinChapter3 (“TheNatureandNurtureofSexandGender”)butreturntoitrepeatedlythroughoutotherchaptersaswell.
Intended Courses and Readers
Weintendthisbooktobeusedasacoretextforundergraduatecoursesinthepsychologyofgender,the psychologyofwomen,andthepsychologyofmen.Assuch,itcoversrequisitecontentincludingsexversusgender, thesexandgenderbinaries,genderstereotypes,genderrolesocialization,sexism,andsexsimilaritiesand differencesincognitive,emotional,relational,workplace,andhealthoutcomes Manyuniversities bothpublic andprivate,researchorientedandteachingfocused offertheseorsimilarcoursesaspartoftheregular curriculuminthePsychologyDepartment,butotherdepartmentsofferingcoursesinthepsychologyofgender includeSociologyDepartments,Women’sandGenderStudiesDepartments,andMen’sStudiesDepartments A courseinthepsychologyofgenderhaswideappealforstudents,regardlessofacademicmajor.Whilemanyare majorsinpsychology,sociology,orwomen’sandgenderstudieswhoplantopursuegraduatestudyinthistopic area,otherstakethecourseoutofinterestinthetopicorbecauseunderstandinggenderwillpreparethemfora careerinanappliedarea.Thus,thistextbookshouldappealtoabroadrangeofstudents,andourwritingreflects thisbyincorporatingcross-disciplinarymaterialregularly
Organization, Features, and Pedagogy
Thebookisorganizedintosixunits,althoughinstructorscaneasilyshifttheorderofchapterswithoutdisrupting theflowtoomuch.UnitIlaysthefoundationfortherestofthebookbyintroducingtheconceptsofsexand gender,definingessentialterminology,andplacingthestudyofsexandgenderwithinsociohistoricalcontextsin Chapter1 Thisunitalsodiscussessomeoftheuniquemethodologicalapproachesandchallengesinthestudyof sexandgenderandpreparesstudentstoevaluatecriticallythevalidityofresearchdesignsandresearchers’ conclusions(Chapter2) UnitIIcoversmaterialonhowpeoplebecomegenderedbeings,fromtheirprenatal originsandsexassignmentatbirth(Chapter3)tochildhoodgenderrolesocializationandadultdevelopment (Chapter4).InUnitIII,wefocusongenderedsocialperceptionandsystemsofgender-basedstatusandpowerby examininggenderstereotypes(Chapter5)andsex-relateddifferencesinstructuralpowerandpatternsof discrimination(Chapter6)
InUnitIV,weexaminecognitiveandemotionalaspectsofsexandgender,includingsimilaritiesanddifferences incognitiveability(Chapter7)andgenderedaspectsofcommunicationandemotion(Chapter8).UnitVfocuses ondomainsofpersonalandsociallife,includingsexuality,relationships,andthework–homeinterface While Chapter9offersin-depthanalysesofsexualorientationandsexuality,Chapter10coversfriendships,romantic relationships,andparenting.Chapter11thenexaminestheinterconnectionbetweenworkandhomelifeinthe contextofchangingfamilyarrangementsandsocietalnorms UnitVI,whichcovershealthandwell-being, considerstherolesofsexandgenderinbothphysicalhealth(Chapter12)andpsychologicalhealth(Chapter13) Thisunitalsoconsidersthegenderedaspectsofaggressionandviolencethathavebearingonhealth(Chapter14).
Thethemesthatguidedourwriting,whichareevidentthroughouteachchapter,includethefollowing:
Updated science.
Wecoverup-to-datefindingsinthepsychologyofsexandgender.Thiskeepsstudentsabreastofthelatest scholarshipinthefield,preparesthemtoevaluateunfoundedassumptionsaboutsexandgendercritically,and offersthemasolidfoundationofknowledgeuponwhichtobuild.
Diversity emphasis
Wewrotethisbooktomeettheneedsofanincreasinglygloballyawareandsophisticatedstudentpopulation To thisend,wefocusonadiversityofgenderidentities,sexualorientations,racesandethnicities,culturaland subculturalbackgrounds,andintersectionsamongthesedimensions Moreover,weroutinelyinterspersediversity andintersectionalityintothecentralchaptertextratherthanboxingthemseparatelyandtreatingthemas afterthoughts.Thisemphasisondiversitybenefitsstudentsinseveralways.First,exposuretoinclusivecontent increasesfeelingsofbelongingamongunderrepresentedstudents,whoseetheirownexperiencesreflectedinthe text Thiscanfosterinterestinandengagementwiththematerial,asstudentsrealizethatthepsychologyofsex andgenderisabouteveryone,notjustthosewhooccupymainstreamorprivilegedsocialgroups.Second,exposure todiversecontentcanincreasestudents’awarenessoftheuniquebackgroundsofotherswhodifferfromthem, fosteranappreciationforissuesofsocialjustice,andhelpstudentsbuildinterpersonalskillsthatwillassistthemin theirchosencareersandlifepaths.Finally,exposuretodiverseperspectivesandexperiencescanincreasestudents’ creativity,cognitiveflexibility,andproblem-solvingabilities,andtheseskillscangeneralizebeyondthelearning environmentintootheraspectsoflife
Scholarship of teaching and learning
Thisbookutilizescurrentbestpracticesinthescholarshipofteachingandlearning(SOTL),whichisrelevant applicationoftheprinciplesofcognitivepsychologytoeducationalcontexts.SOTLusesempiricallysound strategiestoenhancestudentlearning Thismeansthat,throughoutthebook,wepresentinformationinsucha mannersoastoincreasethechancesofattainingthegoldstandardinanyeducationalsetting:thetransferofnew studentknowledgebeyondtheendofthelearningexperience.SomeoftheSOTLbestpracticesthatweemploy
areasfollows:
Weillustratetextconceptswithcurrentpopularcultureandrelevantreal-worldexamplestocaptureand holdstudentinterestandpromptstudentstoconnectnewmaterialtowhattheyalreadyknow Wepromptstudentstoengageinmetacognitionabouttheirknowledge,perspectives,andassumptions Thisincreasesthelikelihoodthatreaderswilluseinformationandevidencetocalibratetheirunderstanding ofconceptsandthattheywillgaininsightintowhattheydoanddonotfullyunderstand,allowingthemto askmoretargetedquestions
Weweavethematiccontent(e.g.,diversityandcriticalthinking)throughoutthetextandrevisititafter presentingnewmaterialtoreinforcestudentlearningandhelpstudentsorganizethenewmaterialindeeper andmoremeaningfulassociativenetworksthatspandifferentchapters Wetakeasimilarapproachwithour coverageofgender-relatedtheories.Ratherthanincludingastand-alonetheorieschapter,weintegrate theoriesdirectlyinthetextwhererelevant Thisencouragesstudentstouseandapplytheoriesasorganizing frameworksandnotsimplyconsidertheoriesinisolationfromthephenomenatheyexplain Weencouragestudentstoapplytheknowledgethattheyacquirefromreadingthisbooktoothercourse material,currentevents,andtheirownpersonalexperiences Thisallowsthemtoevaluatehowthenew knowledgerelatesanddoesnotrelatetomaterialtheyalreadyknow,thusdeepeningthelevelofprocessing andincreasingthelikelihoodofretention.
Toensurethatreadersgetthemostoutofthisbook,wealsoemployseveralspecificpedagogicaltoolsineach chapterthatwehopewillenhancetheirexperience Theseincludethefollowing:
Learning objectives.
Webegineachchapterwithlearningobjectives,whichcontainthemaintakeawayideasandcognitiveskillsthat wehopestudentswilllearnthroughacarefulreadingofthechapter InkeepingwithSOTLbestpractices,we statetheseasconcreteactions(e.g.,describe,analyze,andapply)thatdemonstratemasteryofthematerial.
Knowledge pre- and post-tests.
Eachchapterbeginswithashort“TestYourKnowledge”quizthatgivesthereaderasenseofthecoveragetocome andchallengesintuitionsaboutsexandgender Thesequizzespromptmetacognitionandallowreaderstotrack changesintheirunderstandingofthematerialbycomparingtheirpretestanswerswiththecorrectanswers,which appearattheendofeachchapter.
Journey of research.
Manytopicsinthestudyofgenderhavelongandcolorfulhistories.The“JourneyofResearch”featuretracesthese historiesbyexaminingchangesinscholars’thinkingaboutspecificquestionsovertime Thissituatesstudents’ understandingoftopicswithincontextandillustratesconcretelyhowtheendeavorofscienceevolvescontinually
Stop-and-think questions
Eachchaptercontainsfourtosix“StopandThink”questionsthatactivateandfine-tunestudents’critical thinkingskills.ThesequestionsengagealllevelsofBloom’staxonomy fromthelowest-leveldomain (remembering)tothehighest-leveldomain(creating) andmanyofthemengagemultipledomains(eg,both applyingandevaluating) Forinstance,stop-and-thinkquestionsmayaskreaderstoconsideratopicmoredeeply, drawconnectionsbetweendifferenttopics,interpretafindingfrommultipletheoreticalperspectives,orevaluate theprosandconsofagivenoutcome
Debates.
Thestudyofgenderispunctuatedbymanylivelyintellectualdisagreements,andwedetailmanyofthesewithin thechapter“Debate”feature Whilesomedebatesaretheoretical,otherspertaintotherobustness,interpretation, orimplicationsofempiricalevidence.Debatefeaturespresentbothsidesofanissueinanunbiasedwayandinvite
readerstoweightheevidenceanddrawtheirowninformedconclusions Thesedebatesactivatereaders’critical thinkingskillswhileofferingasenseofthereflexiveanditerativenatureofscience.
Sidebars.
Tocaptureattentionandofferadditionaldetailabouttopicsofparticularinterestornewandexcitingresearch findings,eachchapterincludesseveralshort(one-ortwo-paragraph)sidebars,suchas“100MillionMissing Girls,”“IsAndrogynyGoodforYourHealth?”and“PracticingthePrinciplesofPolyamory”
Chapter summaries
Eachchapterendswithasummarythatreiteratesthelearningobjectivesfromthebeginningofthechapterand thenbrieflyrecapsthechaptermaterialthatiscentraltostudentreflectionintheprocessofmeetingthese objectives
Resources for Instructors and Students
SAGEedgeisarobustonlineenvironmentfeaturinganimpressivearrayoffreetoolsandresources At edge.sagepub.com/bosson, instructorsusingthisbookcanaccesscustomizablePowerPointslides,alongwithan extensivetestbankbuiltonBloom’staxonomythatfeaturesmultiple-choice,true/false,essayandshortanswer questionsforeachchapter Thesitealsofeatureslecturenotes,discussionquestions,andclassactivities Alsoat edge.sagepub.com/bosson, studentscanaccessmultimediaresourcesandGenderintheNewsexercisesto enhancetheirunderstandingofkeytopicsandexploreconceptsfurther
Acknowledgments
Weareindebtedtomanypeoplefortheirassistanceandguidanceduringthewritingofthisbook.First,weoffer ourwarmestthankstoourfriendsatSAGE,withoutwhomtherewouldbenobook ReidHesteroriginally approachedusaboutwritingthistextbookandconvincedusthatthetimingwasrightforsuchaproject Lucy Berbeoreadeachchapteroftheoriginalmanuscriptandmademanywisesuggestionsforimprovement.Zachary Valladonlentaconscientiouseyetothevisualsandpermissions JaredLeightoncarefullycopyeditedthebook AndLaraParra,ourenthusiasticadvocateandfriend,offereduscopiousamountsofsupport,reassurance,insight, anddelightfulcompany.Wecouldnothaveaskedforabetterteam.
Manyanonymousreviewersprovidedinvaluablefeedbackonearlydraftsofourchapters,oftengoingaboveand beyondtoofferinput,suggestions,andsupport Reviewerfeedbackshedlightonourownblindspotsandguided ustowardresearchthatmightotherwisehaveescapedournotice Wecansaywithconfidencethatthisbook wouldnotbewhatitiswithoutthem.
CarolynE Adams-Price,MississippiStateUniversity
NicoleM Capezza,StonehillCollege
AdrienneR.Carter-Sowell,TexasA&MUniversity
JoanC Chrisler,ConnecticutCollege
LisaKratzDenton,StateUniversityofNewYorkatFredonia
JeannieD.DiClementi,PurdueUniversity–FortWayne
LisaMarieDillon,WayneStateUniversity
BettyCarterDorr,FortLewisCollege
LeAnneEpling,UniversityofPikeville
JamieLoranFranco-Zamudio,SpringHillCollege
AshleighGallagher,UniversityofNorthCarolinaatGreensboro
JustinD Hackett,CaliforniaUniversityofPennsylvania
LindaHoke-Sinex,IndianaUniversity
Mary-TheresaHoward,UniversityofOttawa
JillKaplan,TheUniversityofMiami
JenniferKatz,StateUniversityofNewYorkatGeneseo
IvaKatzarska-Miller,TransylvaniaUniversity
ElizabethKudadjie-Gyamfi,LongIslandUniversityBrooklynCampus
LisaMask,Bishop’sUniversity
MadhaviMenon,NovaSoutheasternUniversity
CourtneyMozo,OldDominionUniversity
JoanM.Ostrove,MacalesterCollege
DongxiaoQin,WesternNewEnglandUniversity
CherylA Rickabaugh,UniversityofRedlands
HeidiRoseRiggio,CaliforniaStateUniversity,LosAngeles
SharonScalesRostosky,UniversityofKentucky
LisaSinclair,UniversityofWinnipeg
LeslieTempleton,HendrixCollege
JaniceD Yoder,UniversityofAkron
WealsoofferspecialthankstoDesdamonaRiosoftheUniversityofHouston–ClearLakeandJ MichaelBaileyof NorthwesternUniversityforprovidingvaluablein-depthfeedbackonseveralchapters
Wethankourgraduatestudents,especiallySophieKuchynkaandLizKiebel,whoreadandgavefeedbackon someearlydrafts,andCurtisPuryear,whoassistedwithsupplementarymaterials
Andthankyou,aswell,tothecountlessstudentswehavehadthepleasureofteachingandlearningfromoverthe
years.Theirinsightshavesharpenedourthinkinginmorewaysthantheycanimagine.
Inaddition,eachauthorwouldliketothankspecificindividualswhohelpedalongtheway.
Jennifer:Ilovewritingaboutsocialpsychology,andforthat,Ihavetothankmygraduateschoolmentor,Bill Swann WritingarticlesandchapterswithBilltaughtmemoreabouttheprocessofwritingthanIcouldeverhave hoped.Iamalsoindebtedtotwoteacherswho,respectively,sparkedandthenfueledmyloveofsocialpsychology: HubertO’Gorman(myundergraduatesocialpsychologyinstructor)andConstantineSedikides(my undergraduateresearchadvisor) Formylifetimelovesofgenderandsocialjustice,Ithankmyparents,Jo-Ellen andEd:Youtaughtmethroughexampleabouttheimportanceoffeminismandgenderequality.Ithinkitissafe tosaythatallthreeofuscoauthorsoweadebtofgratitudetoDavidDavisson myspouseandreferencelibrarian extraordinaire fortheresearchassistancethathepatientlyandexpertlyprovidedwhenweneededtotrackdown esotericandhard-to-finddata,scholarship,andanecdotes.Butfarandabovetheseprofessionalthanks,Ialsogive Davemypersonalthanksforhispatience,love,support,andinspiration notonlyduringthesepast2yearsbut alsoduringthe15yearsthatcamebefore Ihitthejackpotwhenitcomestolifepartners
Joe:Myteachinghasbeenmostinspiredbymyownteachers,whosepassionandenthusiasmfortheirsubjects wereinfectious.Threeteachers,inparticular,remainwithmetoday:GarySteeples(myseventh-grademath teacher),BobBaron(myundergraduatepsychologyinstructor,whosolidifiedmycareerpath),andDovCohen (mygraduateschooladvisor,whosemanylessonsresonatewithmedaily)
Camille:MuchofwhatIknowaboutteaching,IlearnedfrommycolleagueandfriendChrismarieBaxterat FrostburgState.Anexceptionalteacher,shechanneledherexpertiseandkindnessintoteachingmehowtoteach. Similarly,IlearnedmuchofhowIthinkaboutgenderfromJanetSpence,andherspunkycharacterandinsights aboutgenderwillremainwithmealways Iamalsoparticularlygratefultothreeteacherswhoshapedmy academicpath:BettyEsslinger,myhighschoolEnglishteacher,forlovingwritingandreadingasmuchasIdid; CarolQuillen,forsparkingmyinterestingenderinawomen’shistorycourseatRiceUniversity;andLucia Gilbert,forreinforcingthisinterestinagraduategenderseminaratUT-Austin Ikeptallofthebooksfromthese twoclassesandstillusethemtothisday.Finally,Iamgratefulformydearfriends,mylovingandeccentrickin (especiallyJeff,Maxine,Vincent,Levi,andEvy),andmyMarymountfamily,whosesteadysupportand kindheartednesshelpedseemethroughtheintenseandexactingprocessofwritingthisbook
JenniferK.Bosson
JosephA.Vandello
CamilleE Buckner
