References
- Bassi, M., Mateo Díaz, M., Blumberg, R. L., & Reynoso, A. (2018). Failing to notice? Uneven teachers’ attention to boys and girls in the classroom. IZA Journal of Labor Economics, 7(1), 9. doi:10.1186/s40172-018-0069-4
- Beaman, R., Wheldall, K., & Kemp, C. (2006). Differential teacher attention to boys and girls in the classroom. Educational Review, 58(3), 339–366. doi:10.1080/00131910600748406
- Block, K., Gonzalez, A. M., Schmader, T., & Baron, A. S. (2018). Early gender differences in core values predict anticipated family versus career orientation. Psychological Science, 29(9), 1540–1547. doi:10.1177/0956797618776942
- Bussey, K., & Bandura, A. (1999). Social cognitive theory of gender development and differentiation. Psychological Review, 106(4), 676–713.
- Chaplin, T. M., Cole, P. M., & Zahn-Waxler, C. (2005). Parental socialization of emotion expression: Gender differences and relations to child adjustment. Emotion, 5(1), 80–88. doi:10.1037/1528-3542.5.1.80
- Cheryan, S., & Markus, H. R. (2020). Masculine defaults: Identifying and mitigating hidden cultural biases. Psychological Review, 127, 1022–1052. doi:10.1037/rev0000209
- Crenshaw, K. (1991). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43(6), 1241.
- Dasgupta, N., & Asgari, S. (2004). Seeing is believing: Exposure to counterstereotypic women leaders and its effect on the malleability of automatic gender stereotyping. Journal of Experimental Social Psychology, 40(5), 642–658. doi:10.1016/j.jesp.2004.02.003
- Diekman, A. B., Brown, E. R., Johnston, A. M., & Clark, E. K. (2010). Seeking congruity between goals and roles: A new look at why women opt out of science, technology, engineering, and mathematics careers. Psychological Science, 21(8), 1051–1057. doi:10.1177/0956797610377342
- Diekman, A. B., Clark, E. K., Johnston, A. M., Brown, E. R., & Steinberg, M. (2011). Malleability in communal goals and beliefs influences attraction to STEM careers. Journal of Personality and Social Psychology, 101(5), 902–918.
- Diekman, A. B., Joshi, M. P., & Benson-Greenwald, T. M. (2020). Goal congruity theory: Navigating the social structure to fulfill goals. Advances in Experimental Social Psychology, 62, 189–244. https://doi.org/10.1016/bs.aesp.2020.04.003
- Diekman, A. B., & Schmader, T. (in press). Gender as embedded social cognition. To appear in D. Carlston, K. Hugenberg, & K. Johnson (Eds.), The Oxford Handbook of Social Cognition (2nd ed.). New York: Oxford University Press.
- Diekman, A. B., Steinberg, M., Brown, E. R., Belanger, A. L., & Clark, E. K. (2017). A goal congruity model of role entry, engagement, and exit: Understanding communal goal processes in STEM gender gaps. Personality and Social Psychology Review, 21(2), 142–175. doi:10.1177/1088868316642141
- Eagly, A. H., Johannesen-Schmidt, M. C., & van Engen, M. L. (2003). Transformational, transactional, and laissez-faire leadership styles: A meta-analysis comparing women and men. Psychological Bulletin, 129(4), 569–591. doi:10.1037/0033-2909.129.4.569
- Eagly, A. H., & Karau, S. J. (2002). Role congruity theory of prejudice toward female leaders. Psychological Review, 109(3), 573–598. doi:10.1037/0033-295X.109.3.573
- Eagly, A. H., Nater, C., Miller, D. I., Kaufmann, M., & Sczesny, S. (2020). Gender stereotypes have changed: A cross-temporal meta-analysis of U.S. public opinion polls from 1946 to 2018. American Psychologist, 75(3), 301–315. doi:10.1037/amp0000494
- Eagly, A. H., & Wood, W. (2012). Social role theory. In P. Van Lange, A. Kruglanski, & E. Higgins, Handbook of theories of social psychology (pp. 458–476). Los Angeles, CA: SAGE Publications Ltd.
- Evans, C. D., & Diekman, A. B. (2009). On motivated role selection: Gender beliefs, distant goals, and career preferences. Psychology of Women Quarterly, 33(2), 235–249. doi:10.1111/j.1471-6402.2009.01493.x
- Fuesting, M. A., Diekman, A. B., & Bautista, N. (2021). Integrating communal content into science lessons: An investigation of the beliefs and attitudes of preservice teachers. School Science and Mathematics, 121(3), 154–163. https://doi.org/10.1111/ssm.12457
- Kray, L. J., Galinsky, A. D., & Thompson, L. (2002). Reversing the gender gap in negotiations: An exploration of stereotype regeneration. Organizational Behavior and Human Decision Processes, 87(2), 386–409. doi:10.1006/obhd.2001.2979
- Kray, L. J., & Haselhuhn, M. P. (2012). Male pragmatism in negotiators’ ethical reasoning. Journal of Experimental Social Psychology, 48(5), 1124–1131. doi:10.1016/j.jesp.2012.04.006
- Lubienski, S. T., Ganley, C. M., Makowski, M. B., Miller, E. K., & Timmer, J. D. (2021). Bold problem solving: A new construct for understanding gender differences in mathematics. Journal for Research in Mathematics Education, 52(1), 12–61. doi:10.5951/jresematheduc-2020-0136
- McCarty, M. K., Monteith, M. J., & Kaiser, C. R. (2014). Communally constrained decisions in workplace contexts. Journal of Experimental Social Psychology, 55, 175–187. doi:10.1016/j.jesp.2014.07.007
- McPherson, E., & Park, B. (2021). Who chooses a pSTEM academic major? Using social psychology to predict selection and persistence over the freshman year. Journal of Applied Social Psychology, 51(4), 474–492. doi:10.1111/jasp.12749
- Proudfoot, D., Kay, A. C., & Koval, C. Z. (2015). A gender bias in the attribution of creativity Archival and experimental evidence for the perceived association between masculinity and creative thinking. Psychological Science, 26(11), 1751–1761. doi:10.1177/0956797615598739
- Sadker, D., & Zittleman, K. R. (2009). Still failing at fairness: how gender bias cheats girls and boys in school and what we can do about it. New York, NY: Simon and Schuster.
- Sadker, M., & Sadker, D. (2010). Failing at fairness: How America’s schools cheat girls. New York, NY: Simon and Schuster.
- Schneider, M. C., Holman, M. R., Diekman, A. B., & McAndrew, T. (2016). Power, conflict, and community: How gendered views of political power influence women’s political ambition. Political Psychology, 37(4), 515–531. doi:10.1111/pops.12268
- Small, D. A., Gelfand, M., Babcock, L., & Gettman, H. (2007). Who goes to the bargaining table? The influence of gender and framing on the initiation of negotiation. Journal of Personality and Social Psychology, 93(4), 600–613. doi:10.1037/0022-3514.93.4.600
- Steinberg, M., & Diekman, A. B. (2018). Considering “why” to engage in STEM activities elevates communal content of STEM affordances. Journal of Experimental Social Psychology, 75, 107–114. doi:10.1016/j.jesp.2017.10.010
- Vuletich, H. A., & Payne, B. K. (2019). Stability and change in implicit bias. Psychological Science, 30(6), 854–862. doi:10.1177/0956797619844270
- Weisgram, E. S., Bigler, R. S., & Liben, L. S. (2010). Gender, values, and occupational interests among children, adolescents, and adults. Child Development, 81(3), 778–796. doi:10.1111/j.1467-8624.2010.01433.x
- Weisgram, E. S., & Diekman, A. B. (2017). Making STEM “family friendly”: The impact of perceiving science careers as family-compatible. Social Sciences, 6(2), 61. doi:10.3390/socsci6020061
- Williams, J. (1999). Unbending gender: Why family and work conflict and what to do about it. New York, NY: Oxford University Press.
- Zenger, J., & Folkman, J. (2019). Research: women score higher than men in most leadership skills. Harvard Business Review, https://hbr.org/2019/06/research-women-score-higher-than-men-in-most-leadership-skills.