INTERVIEWER GENDER AND GENDER ATTITUDES

This research addresses the effects of interviewer gender onresponses to a broad array of gender-related survey questions,using data from a probability sample of adults in the UnitedStates. We focus on whether gender-of-interviewer effects areevident, whether they vary by respondent gender, and whetherthey vary across several attitudinal domains relevant to genderinequality. While many items do not show statistically significantgender-of-interviewer effects, we document significant effectsacross a variety of items. When such effects are evident, theytend to involve both male and female respondents expressingmore egalitarian gender-related attitudes or greater criticismof existing gender inequalities to female interviewers. Malerespondents offer significantly different responses to maleand female interviewers on questions dealing with gender inequalityin employment. For female respondents, interviewer-gender effectsare evident for items addressing gender-related collective action,policy, and group interests. Using multivariate models thatallow us to represent both respondent-level and interviewer-levelvariables, we find that interviewer-gender effects are statisticallysignificant in most attitudinal domains but that the interactionbetween interviewer gender and respondent gender does not tendto be statistically significant. We consider the implicationsof these findings both for understanding the survey processand for understanding gender relations more generally.     

GENDER DILEMMAS, GENDER QUESTIONS, AND THE GENDER MANTRA

This paper discusses the social constructions of gender and the problematic effects of these constructions-masculine/feminie-on intimate attachments. It summarizes the aspect of feminist scholarship which revised the traditional developmental paradigm to include a psychology of women and cites recent infant research which re-describes development as a process of increasingly complex forms of relatedness rather than as a progression from attachment to separation. The authors are influenced by the school of feminist revisionism which argues on behalf of the integration of male and female attributes in each person. Two clinical techniques are suggested-"gender questions" and the "gender mantra"-which identify the contradictions inherent in the social construction of gender and encourage alternative constructions that more adequately represent men's and women's actual psychological experience.     

THE TRANSFORMATION OF GENDER INTO CONVERSATIONAL ADVANTAGE

This article examines the relationship between gender and conversational power by treating as problematic the process through which a social position is transformed into conversational advantage. Using symbolic interactionism, it is argued that conversational power is exercised over the course of a role performance and is affected by the identities of the interactants and the context in which interaction occurs. This argument is evaluated by using conversational data from a same-sex dyadic role-playing exercise and by measures of gender identity. Findings indicate that regardless of a person's sex, the more "male like" his/her gender identity, the more likely he/she is to challenge statements made by alter. Concerning context, the more assertive alter's behavior, the more likely ego is to act in a similarly assertive manner. The relevance of these findings for the broader study of self, society, and conversational behavior is discussed.     

SEXISM IN FAMILY THERAPY: DOES TRAINING IN GENDER MAKE A DIFFERENCE?

The purpose of this study was to investigate the clinical decision making of marriage and family therapists who had no training in gender compared to those who had such training, either through a separate course or by having gender issues integrated throughout the curriculum. Specifically, levels of feminism and sexism in the clinical assumptions and interventions of therapists were evaluated using clinical vignettes. Participants for this study included 150 beginning or entry-level therapists from marriage and family therapy training programs in academic settings. Of the 102 participants with some training in gender isues, 64% reported having received gender training from a faeminist perspective. contrary to expectations, a multivariate analyssis of variance revealed that training in gender issues alone did not significantly influence levels of feminism and sexism in clinical decision making. However, the levels of sexism in clinical interventions were significantly lower if therapists had received gender coursework from a feminist perspective, whether in a separate course or integrated throughout the curriculuim. These findings raise a question as to the wtility of teaching gender issues if what is taught and how it is taught are not also considered.     

NEIGHBORHOOD CONTEXT AND THE GENDER GAP IN ADOLESCENT VIOLENT CRIME

Although researchers consistently demonstrate that females engage in less criminal behavior than males across the life course, research on the variability of the gender gap across contexts is sparse. To address this issue, we examine the gender gap in self-reported violent crime among adolescents across neighborhoods. Multilevel models using data from the Project of Human Development in Chicago Neighborhoods (PHDCN) indicate that the gender gap in violent crime decreases as levels of neighborhood disadvantage increase. Further, the narrowing of the gender gap is explained by gender differences in peer influence on violent offending. Neighborhood disadvantage increases exposure to peer violence for both sexes, but peer violence has a stronger impact on violent offending for females than for males, producing the reduction in the gender gap at higher levels of disadvantage. We also find that the gender difference in the relationship between peer violence and offending is explained, in part, by (1) the tendency for females to have more intimate friendships than males, and (2) the moderating effect of peer intimacy on the relationship between peer violence and self-reported violent behavior.     

GENDER DIFFERENCES IN EXAMINATION BEHAVIOR

A unique examination strategy in first‐year microeconomics courses is used to test for gender differences in examination behavior. Students have the possibility of attaining a seminar bonus on the final exam for near‐perfect seminar attendance and are given two voluntary initial quizzes during the semester. At the final exam, the scores received on initial quizzes can either be accepted as is, or students can attempt to improve their marks by answering similar quiz questions on the exam. Results suggest that female students are more likely to take initial quizzes and receive a seminar bonus but are less likely to re‐take quiz questions on the final exam. These results suggest higher risk aversion, less overconfidence, and more self‐discipline or less procrastination among female students relative to male students. Our estimated behavioral differences may have important implications in terms of final grades on the course. (JEL I21, J16, A12, A14)     

GENDER AND THE HEALTH BENEFITS OF EDUCATION

Does education improve health more for one sex than the other? We develop a theory of resource substitution which implies that education improves health more for women than men. Data from a 1995 survey of U.S. adults with follow‐ups in 1998 and 2001 support the hypothesis. Physical impairment decreases more for women than for men as the level of education increases. The gender gap in impairment essentially disappears among people with a college degree. Latent growth SEM vectors also show that among the college educated, men's and women's life course patterns of physical impairment do not differ significantly.     

COLLEGE ADVISING AND GENDER

This paper uses a field experiment to identify college advising gender biases. Five hundred and thirty surveys are randomized over a national sample of practicing advisors such that student gender is the “treatment” of the experiment. I find that advisors discount the ability of female students relative to males by statistically significant magnitudes in both mathematics and English. Additionally, male advisors recommend mathematics with much greater likelihood than do female advisors. (JEL I2, J16)     

HIGH SCHOOL CHOICES AND THE GENDER GAP IN STEM

Women are less likely than men to graduate with a degree in science, technology, engineering, or math (STEM). We use detailed administrative data for a recent cohort of Ontario high school students, combined with data from the province's university admission system, to analyze the sources of this gap. We show that entry to STEM programs is mediated through an index of STEM readiness that depends on end‐of‐high school courses in math and science. Most of the gender gap in STEM entry can be traced to differences in the share of college entrants who are STEM‐ready; only a small share is attributable to differences in the choice of major conditional on readiness. We then use high school course data to decompose the gender gap in STEM readiness into two channels: one reflecting the gap in the fraction of high school students with the necessary prerequisites to enter STEM, the other arising from differences in the overall fractions of females and males who enter university. The gender gap in the fraction of males and females with STEM prerequisites is small. The primary driver of the gap in STEM readiness is the low rate of university entry by nonscience‐oriented males. (JEL I21, 28, I20)     

GENDER DIFFERENCES IN JOB AUTONOMY:

This research investigates the impact of gender, occupational segregation, and authority position on various forms of job autonomy. The empirical analysis was guided by theoretical concerns over the relevance of occupational characteristics and authority position in explaining the gender gap in job autonomy. Ordinary Least Squares regression results show that after taking various individual and employment-related factors into account, authority position, but not female-dominated occupation, explains a large portion of the gender gap in the degree of job autonomy. Furthermore, logistic regressions indicate that no gender differences in the likelihood of having any of five components of job autonomy remain, after taking all other factors in the model into account. It is concluded that authority position at work is more instrumental in explaining the gender gap in job autonomy than the gender composition of occupations.     

JOB INSECURITY,STRESS AND GENDER

This study examined the complex relationships between gender, job insecurity and job-related stress. Previous findings have suggested that men experience greater job insecurity than women, and are more vulnerable to job-related stress. The current study tested the hypothesis that the gender ideology of employees moderates the effect of gender on job insecurity and stress. Data were obtained by questionnaires from a sample of 203 married employees. The results showed that traditional men experience greater job insecurity than traditional women. However, as hypothesized, egalitarian men and women exhibited similar degrees of job insecurity. Furthermore, job insecurity in traditional men and in egalitarian men and women was related to loss of control stress, financial stress and stress expressions at home, whereas traditional women were relatively protected from job-related stress. These findings illuminate the important moderating role played by gender ideology in the relationships between gender, job insecurity and stress.     

GENDER AND ROMANTIC-LOVE ROLES

This research tests the notion that gender differences in love-role definitions contribute to male dominance in intimate relationships. Six factor-analytic scales—fidelity, communication, sacrifice, submission, centrality, and commitment—are used to measure love-role definitions. The scores from a sample of 285 college students generally oppose the hypotheses. There are significant gender differences, but they are not in the predicted direction. For example, women do not prescribe more sacrifice for a woman than they do for a man. The findings show that women are not handicapped in the competition for influence by the love-role definitions that they and men hold. However, it is suggested that the idea may have more validity for people who are uninfluenced by feminist views and for other samples.     

GENDER,MORTALITY, AND CORPOREAL INEQUALITY

Most previous empirical analyses of gender inequality have focused on modern economic indicators such as income. The advancement of theory on gender stratification requires detailed analysis of indicators with greater endurance and prevalence in world-historical terms. Sex mortality differentials are presented as cross-cultural indicators of corporeal gender inequality, defined as differential access to basic bodily resources for life and health. Indeed, mortality differentials represent a more fundamental form of gender inequality, in that women first must be alive before they may be denied access to other resources such as equal pay. Analysis of United Nations and World Bank data on developed and developing countries evidence the importance of ecological, economic, and familial explanations in determining corporeal gender inequality. Women's familial roles are found to be more important for gender inequalities in death at younger ages, and women's economic roles are more important for death at older ages. Implications of the results for mortality decline and gender stratification theory are discussed.     

GENDER MATCHING AND COMPETITIVENESS: EXPERIMENTAL EVIDENCE

This paper experimentally investigates if and how people's competitiveness depends on their own gender and on the gender of people with whom they interact. Participants are given information about the gender of the co‐participant they are matched with, they then choose between a tournament or a piece rate payment scheme, and finally perform a real task. As already observed in the literature, we find that significantly more men than women choose the tournament. The gender of the co‐participant directly influences men's choices (men compete less against other men than against women), but only when the gender information is made sufficiently salient. A higher predicted competitiveness of women induces more competition. Giving stronger tournament incentives, or allowing the participants to choose the gender of their co‐participant, increases women's willingness to compete, but does not close the gender gap in competitiveness. (JEL C70, C91, J16, J24, J31, M52)     

GENDER DIFFERENCES IN EXPERIMENTAL WAGE NEGOTIATIONS

We examine behavioral gender differences and gender pairing effects in a laboratory experiment with face‐to‐face alternating‐offers wage bargaining. Our results suggest that gender differences in bargaining behavior are role‐dependent. We find that women obtain worse bargaining outcomes than men when they take on the role of employees, but not when they act as employers. Differences in bargaining outcomes can be explained by the bargaining parties' initial offers and counteroffers. We do not find evidence for behavioral differences between men and women in the process of alternating offers after first offers and counteroffers are made.(JEL J16, C78, C91)     

GENDER PERFORMANCE GAPS: QUASI‐EXPERIMENTAL EVIDENCE ON THE ROLE OF GENDER DIFFERENCES IN SLEEP CYCLES

Sleep studies suggest that girls go to sleep earlier, are more active in the morning, and cope with sleep deprivation better than boys. We provide the first causal evidence on how gender differences in sleep cycles can help explain the gender performance gap. We exploit over 240,000 assignment‐level grades from a quasi‐experiment where students' schedules alternated between morning and afternoon start times each month. Relative to girls, we find that boys' achievement benefits from a later start time. For classes taught at the beginning of the school day, our estimates explain up to 16% of the gender performance gap. (JEL H52, I20, I21)     

THE POLITICS OF GENDER IN FAMILY THERAPY

This article provides an overview of the political implications of various approaches to gender within the clinical literature. It emphasizes the process of the rapy within the social context of gender relations and identifies the politcal consequences of various clinical responses. Issues surrounding the appropriate role and stance of therapists relative to gender are identified, ethical issues such as neutrality and client welfare are re-examined, and suggestions for practice are addressed.     

PROFESSIONAL ACHIEVEMENTS AND GENDER DIFFERENCES AMONG ACADEMIC ECONOMISTS

This paper tests for gender differences in remuneration and professional achievement among academic economists using data on grants and grant applications to the National Science Foundation. A simultaneous equations model is used to examine the determinants of salary, rank, department affiliation and research output. In addition to confirming some long-standing folklore about the composition of faculty in research-oriented institutions, significant gender differences were found among older cohorts. Although the signs of the gender coefficients are consistent with a discrimination hypothesis for the sample of assistant professors, the results were not statistically significant.     

GENDER DIFFERENCES IN URBAN NEIGHBORING

Gender differences in neighboring are investigated using survey data from respondents in 81 Nashville neighborhoods. Of primary concern is why women neighbor more than men. Secondarily, the effects of life-cycle stage and socioeconomic status (SES) on neighboring are explored. Of these three, gender most strongly predicts neighboring activities, even with full and part time employment controlled. Life-cycle stage and SES are about equivalent in strength, although they significantly influence different neighboring measures. Findings suggest that the definition in American gender roles of women as bearers of emotional and social responsibilities accounts for their more extensive neighboring.     

GENDER ROLE ATTITUDES AND MARRIAGE AMONG YOUNG WOMEN

Although sociological research on family change has emphasized the importance of gender role attitudes for decades, relatively few empirical studies have demonstrated behavioral consequences of these attitudes. We formulate hypotheses predicting both an impact of gender role attitudes on early marriage behavior and a reciprocal impact of early marriage behavior on changes in gender role attitudes. We also investigate the role of cohabitation in these relationships. While previous research has found that women who believe that wives should be homemakers enter marriage more quickly, we find that under some conditions these attitudes delay marriage. We use multiwave panel data to show that the behavioral impact of gender role attitudes on early marriage depends on plans for attending school. Among young women who expect to complete a four-year college degree or more, believing that wives should be homemakers leads to lower rates of marriage; however, among young women with low educational expectations, believing that wives should be homemakers leads to higher rates of marriage. In addition, we show that experiencing a marriage in early adulthood leads to more agreement that wives should be homemakers.