| Preface
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| Acknowledgments | |
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| A Note on Method and Scope
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| 1 | Gender Schemas at Work
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| | | What Holds Up the Glass Ceiling? | |
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| | | Gender Schemas | |
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| | | Accumulation of Advantage | |
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| | | Schemas, Exceptions, and Fairness | |
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| | | Gender Schemas at Work | |
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| | | The Origins and Effects of Gender Schemas | |
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| | | Childhood Learning | |
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| | | Sex, Gender, and Schemas | |
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| | | The Cognition of Gender | |
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| | | Expectations and Gender Traits | |
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| | | Schemas and Professional Evaluations | |
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| | | Qualifications and Responsibilities | |
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| | | Self-Perception | |
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| | | Remedies | |
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| 2 | Gender Begins -- and Continues -- at Home | |
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| | | Turning Babies into Girls and Boys | |
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| | | Not Just a Baby | |
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| | | Not Just a Child | |
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| | | Turning Play into Work | |
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| | | Children's Chores | |
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| | | Gender and Play | |
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| | | Injustice at Home | |
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| | | Explaining Inequity at Home | |
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| 3 | Learning About Gender | |
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| | | Cognitive Components of Gender Knowledge | |
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| | | Influences of Adults and Peers | |
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| | | "The Boys Don't Cheer": Children's Play in Middle Childhood | |
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| | | Cultural Influences | |
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| | | Expectations and Children's School Performance | |
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| | | Why Do Girls and Women Do So Well? | |
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| 4 | Biology and Behavior | |
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| | | Sex Hormones | |
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| | | Within-Sex Variability | |
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| | | Variation in Trait Expression | |
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| | | Reproduction | |
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| | | Height | |
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| | | Voice Pitch | |
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| | | Behavioral Traits and Professional Achievement | |
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| | | Activity Level | |
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| | | Aggression | |
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| | | The Significance of Sex Differences | |
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| 5 | Biology and Cognition | |
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| | | Verbal Ability | |
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| | | Perceptual Speed | |
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| | | Mathematical Ability | |
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| | | Cross-Cultural Differences | |
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| | | Sex Differences | |
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| | | Early Childhood Differences | |
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| | | Nature of Difficulties with Word Problems | |
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| | | The Mathematics Scholastic Assessment Test (SAT-M) | |
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| | | Unconventional Problem Solving | |
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| | | Importance of Sex Differences | |
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| | | Spatial Visualization and Mental Rotation | |
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| | | Mental Rotation and Math Performance | |
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| | | Problem-Solving Strategies | |
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| | | Practice | |
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| | | Instructions | |
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| | | Time | |
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| | | Conclusion: The Significance of Cognitive Sex Differences | |
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| 6 | Schemas That Explain Behavior | |
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| | | How Schemas Affect Perceptions, Interpretations, and Expectations | |
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| | | Sex Differences | |
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| | | Who's Normal? Who's Better? | |
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| | | Origins of Gender Schemas | |
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| | | Entrenching Gender Schemas | |
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| | | Schema Interactions and Schema Clashes | |
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| 7 | Evaluating Women and Men | |
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| | | Perceptions of Leadership | |
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| | | Perceptions of Competence | |
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| | | Perceptions of Assertiveness | |
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| | | The Cost for a Woman of Being Masculine | |
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| | | The Cost for a Woman of Being Perceived as Feminine | |
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| | | Physical Attractiveness | |
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| | | Size of Pool | |
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| | | Accumulation of Advantage and Disadvantage | |
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| 8 | Effects on the Self | |
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| | | Expectation Effects | |
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| | | Conversational Effects, Sight Unseen | |
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| | | Gaze | |
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| | | Self-esteem and Goals | |
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| | | Expectations and Alternatives | |
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| | | Equity, Entitlement, and Perceptions of Bias | |
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| 9 | Interpreting Success and Failure | |
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| | | Explaining Others' Successes and Failures | |
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| | | Job Success | |
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| | | Job Failure | |
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| | | Omnicompetent Men | |
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| | | Understanding Our Own Successes and Failures | |
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| | | Dr. X | |
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| | | Understanding Dr. X | |
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| | | The Downside of the Male Attribution Pattern | |
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| | | Professor Y | |
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| | | Understanding Professor Y | |
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| | | The Downside of the Female Attribution Pattern | |
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| | | Good Attribution Patterns for Men and Women | |
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| | | The Costs of Effort | |
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| 10 | Women in the Professions | |
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| | | Understanding the Data | |
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| | | Aggregate and Cohort Data | |
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| | | Within-rank Comparisons | |
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| | | Equal Pay | |
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| | | Qualifications | |
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| | | Business | |
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| | | College Graduates | |
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| | | Careers of MBAs | |
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| | | Managers | |
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| | | International Business | |
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| | | The CIA | |
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| | | Engineers | |
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| | | Law | |
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| | | Structure of the Profession | |
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| | | Women's Representation in Law | |
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| | | Associates and Partners | |
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| | | Salary in Law Firms | |
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| | | In-house Lawyers | |
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| | | The Judiciary | |
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| | | Medicine | |
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| | | Sports | |
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| | | Participation | |
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| | | Coaches and Administrators | |
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| | | Professional Tennis | |
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| | | Summary | |
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| | | Gender Schemas | |
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| 11 | Women in Academia | |
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| | | The Status Structure of Academia | |
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| | | Salary | |
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| | | Across Disciplines | |
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| | | Humanities | |
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| | | Science and Engineering | |
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| | | Rank and Tenure | |
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| | | Rank Percentages | |
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| | | Gender Percentages | |
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| | | Rank and Tenure | |
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| | | Rank Across Disciplines | |
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| | | Tenure Across Disciplines | |
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| | | The Humanities | |
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| | | Science and Engineering | |
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| | | An Apparent Contradiction | |
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| | | Prestige of Institution and Teaching Load | |
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| | | Progress in Academia | |
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| | | A Case Study: Psychologists | |
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| | | Summary | |
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| 12 | Professional Performance and Human Values | |
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| | | Expectations | |
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| | | Human Capital | |
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| | | Performance Issues | |
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| | | Law | |
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| | | Academia | |
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| | | Quantity of Publications | |
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| | | Quality of Publications | |
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| | | Teaching | |
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| | | What Do Men and Women in the Professions Want? | |
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| | | Preferences on the Job | |
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| | | A Well-Rounded Life | |
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| | | Child Care | |
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| | | The Role of Gender Schemas | |
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| 13 | Affirmative Action and the Law | |
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| | | Affirmative Action Procedures | |
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| | | The Impact of Affirmative Action | |
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| | | How Has Affirmative Action Changed Organizations? | |
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| | | Gender Schemas as Barriers to Affirmative Action | |
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| | | What Impact Does Affirmative Action Have on Beneficiaries? | |
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| | | Should Affirmative Action Procedures Be Abolished? | |
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| | | Can We Neutralize the Psychological Costs of Affirmative Action? | |
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| | | The Role of Institutions | |
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| | | The Role of the Individual | |
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| | | Lawsuits | |
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| | | Partnership: A Case Study | |
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| | | Educating the Judiciary | |
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| | | Benefits of Successful Suits | |
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| | | Limitations of Successful Suits | |
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| | | Gender Schemas and Mixed Motives | |
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| | | Tenure: A Case Study | |
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| | | School Admission: Two Case Studies | |
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| | | Effects of Lawsuits on Employees and Observers | |
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| | | Effects of Lawsuits on Employers | |
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| | | The Future | |
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| 14 | Remedies | |
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| | | Toward Accurate Evaluations | |
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| | | Learning about Gender Schemas | |
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| | | Challenging Hypotheses | |
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| | | Educating Children | |
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| | | Reducing Reliance on Gender Schemas | |
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| | | Time | |
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| | | Attention | |
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| | | Accountability | |
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| | | Increasing the Number of Women in a Candidate Pool | |
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| | | Learning to Reason | |
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| | | Awareness Training | |
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| | | Institutional Policies | |
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| | | The Roles of Committed Leaders | |
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| | | Performance Criteria | |
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| | | Johns Hopkins--A Case Study | |
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| | | Costs and Benefits of Progressive Policies | |
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| | | Equalizing the Accumulation of Advantage | |
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| | | Be Where Women Are Well-Represented | |
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| | | Be Impersonal, Friendly, and Respectful | |
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| | | Build Power | |
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| | | Seek Information | |
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| | | Become an Expert | |
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| | | Get Endorsed by Legitimate Authority | |
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| | | Negotiate, Bargain, Seek Advancement | |
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| | | Overcome Internal Barriers to Effectiveness | |
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| | | How Valuable Are Role Models? | |
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| | | Personal Lives | |
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| | | More Work and Less Work | |
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| | | Children | |
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| Notes | |
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| References | |
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| Author Index
Sample Chapter - Download PDF (39 KB) | |
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| Subject Index
Sample Chapter - Download PDF (45 KB) | |
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