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Rebecca Bigler


Core FacultyPh.D., Pennsylvania State University

Professor in the Department of Psychology, College of Liberal Arts
Rebecca Bigler

Contact

Interests


Children's gender roles and attitudes, racial stereotyping

Biography


Rebecca S. Bigler is Professor of Psychology and Women’s and Gender
Studies at the University of Texas at Austin. Ze received a B.A. from
Oberlin College and Ph.D. from Penn State University before joining
the faculty at UT-Austin in 1991. Ze studies the causes and
consequences of social stereotyping and prejudice among children, with
a particular focus on gender and racial attitudes. Ze has also worked to
develop and test intervention strategies aimed at reducing children’s
social stereotyping and intergroup biases. Hir work has appeared in
top journals in the field of developmental psychology (Monographs of
the Society for Research in Child Development, Developmental
Psychology), and has been covered by major media outlets (Newsweek,
NBC Dateline). Ze is currently the Executive Director of the American
Council for CoEducational Schooling (ACCES) and is a suporter of gender neutral language.

College: Liberal Arts

Home Department: Psychology

Education: Ph.D., Pennsylvania State University

Research interests:Children's gender roles and attitudes, racial stereotyping

Recent Publications:

 Bigler, R. S., & Wright. Y. F. (2014). Reading, writing, arithmetic, and racism? Risks and benefits to teaching children about intergroup biases. Child Development Perspectives, 8, 18-23. DOI: 10.1111/cdep.12057

 Pahlke, E., Bigler, R. S., & Martin, C. L. (2014). Can fostering children’s ability to challenge sexism improve critical analysis, internalization, and enactment of inclusive, egalitarian peer relationships? Journal of Social Issues, 70, 115-133. DOI: 10.1111/josi.12050

Pahlke, E., Bigler, R. S., & Patterson, M. M. (2014). Reasoning about single-sex schooling for girls among students, parents, and teachers. Sex Roles, 14, 261-271. DOI: 10.1007/s11199-014-0410-8

McKenney, S. & Bigler, R. S. (2015). Internalized sexualization and its relation to sexualized appearance, body surveillance, and body shame among early adolescent girls. The Journal of Early Adolescence. DOI: 10.1177/0272431614556889

McKenney, S. & Bigler, R. S. (2015). High heels, low grades: Internalized sexualization and academic orientation among adolescent girls. Journal for Research on Adolescence. DOI: 10.1111/jora.12179

Courses


PSY 394S • Current Topics In Devel Psy

42895 • Spring 2015
Meets M 12:00PM-3:00PM SEA 1.332

Seminars in Developmental Psychology. Three lecture hours a week for one semester. May be repeated for credit when the topics vary. Prerequisite: Graduate standing and consent of instructor.

 

WGS 392 • Rsch Meths Smnr Wom'S/Gend Std

47490 • Spring 2013
Meets TH 9:30AM-12:30PM UTC 1.136

This course is designed to prepare graduate students in gender studies and the qualitative social sciences to conduct a research project for their master’s theses or similar projects. We will explore a range of research methods and traditions as well as the epistemological assumptions underlying them. We will consider what it means to conduct “feminist” research, as well as the perils and promise of the more participatory research traditions. Some of the research methods we will explore include interviewing, survey research, case studies, textual analysis, and participant observation.

PSY 394S • Stereotyp/Prejudc Among Child

43485 • Spring 2012
Meets M 6:00PM-9:00PM SEA 1.332

Seminars in Developmental Psychology. Three lecture hours a week for one semester. May be repeated for credit when the topics vary. Prerequisite: Graduate standing and consent of instructor.

 

PSY 394S • Current Topics In Devel Psy

44005 • Spring 2011
Meets F 12:00PM-3:00PM SEA 1.332

Seminars in Developmental Psychology. Three lecture hours a week for one semester. May be repeated for credit when the topics vary. Prerequisite: Graduate standing and consent of instructor.

PSY 398T • Supervised Teaching In Psy

44085 • Spring 2011
Meets TH 9:30AM-12:30PM SEA 5.106

Teaching under close supervision of course instructor for two semesters; weekly meetings of two to four hours during the semester; individual consultation and reports throughout the teaching period. Three lecture hours a week for one semester. Offered on the credit/no credit basis only. Prerequisite: Graduate standing and appointment as a teaching assistant.

PSY 394S • Current Topics In Devel Psy

44160 • Spring 2010
Meets F 12:00PM-3:00PM SEA 1.332

Seminars in Developmental Psychology. Three lecture hours a week for one semester. May be repeated for credit when the topics vary. Prerequisite: Graduate standing and consent of instructor.

PSY 398T • Supervised Teaching In Psy

44230 • Spring 2010
Meets TH 9:30AM-12:30PM SEA 5.106

Supervised Teaching in Psychology. Teaching under close supervision of course instructor for two semesters; weekly meetings of two to four hours during the semester; individual consultation and reports throughout the teaching period. Three lecture hours a week for one semester. Offered on the credit/no credit basis only. Prerequisite: Graduate standing and appointment as a teaching assistant.

PSY 394S • Fundmntls Of Devel Psychology

44317 • Fall 2009
Meets M 6:30PM-9:30PM SEA 3.250

Seminars in Developmental Psychology. Three lecture hours a week for one semester. May be repeated for credit when the topics vary. Prerequisite: Graduate standing and consent of instructor.

PSY 365G • Gender And Racial Attitudes-W

43265 • Spring 2009
Meets TTH 12:30PM-2:00PM SEA 3.250

Advanced introduction to the psychological study of gender and racial attitudes in children and adults, with emphasis on the causes, consequences, and revision of an individual's gender and racial stereotypes. Three lecture hours a week for one semester. Psychology 341K (Topic: Gender and Racial Attitudes) and 365G may not both be counted. Prerequisite: For psychology majors, upper-division standing and Psychology 301 and 418 with a grade of at least C in each; for nonmajors, upper-division standing, Psychology 301 with a grade of at least C, and one of the following with a grade of at least C: Biology 318M, Civil Engineering 311S, Economics 329, Educational Psychology 371, Government 350K, Mathematics 316, Psychology 317, Sociology 317L, Social Work 318, Statistics 309.

PSY 398T • Supervised Teaching In Psy

43485 • Spring 2009
Meets TH 9:30AM-12:30PM SEA 5.106

Teaching under close supervision of course instructor for two semesters; weekly meetings of two to four hours during the semester; individual consultation and reports throughout the teaching period. Three lecture hours a week for one semester. Offered on the credit/no credit basis only. Prerequisite: Graduate standing and appointment as a teaching assistant.

PSY 304 • Intro To Child Psychology

44060 • Fall 2008
Meets TTH 2:00PM-3:30PM BUR 112

General introduction to physical, social, and cognitive development from conception onward. Three lecture hours a week for one semester. Psychology 304 and 333D may not both be counted. Prerequisite: Psychology 301 with a grade of at least C.

PSY 304 • Intro To Child Psychology

44915 • Fall 2007
Meets TTH 3:30PM-5:00PM RLM 4.102

General introduction to physical, social, and cognitive development from conception onward. Three lecture hours a week for one semester. Psychology 304 and 333D may not both be counted. Prerequisite: Psychology 301 with a grade of at least C.

PSY 394S • Chldrn Racial/Gend Schemata

43940 • Spring 2007
Meets M 2:00PM-5:00PM SEA 1.332

Seminars in Developmental Psychology. Three lecture hours a week for one semester. May be repeated for credit when the topics vary. Prerequisite: Graduate standing and consent of instructor.

 

PSY 394S • Current Topics In Devel Psy

43270 • Spring 2006
Meets F 9:00AM-12:00PM SEA 5.106

Seminars in Developmental Psychology. Three lecture hours a week for one semester. May be repeated for credit when the topics vary. Prerequisite: Graduate standing and consent of instructor.

 

PSY 333D • Intro To Developmental Psych

42965 • Fall 2005
Meets TTH 12:30PM-2:00PM NOA 1.102

Physical, social, and cognitive development in humans. Three lecture hours a week for one semester. Psychology 304 and 333D may not both be counted. Psychology 333D and Women's and Gender Studies 345 (Topic 6: Introduction to Developmental Psychology) may not both be counted. Prerequisite: For psychology majors, upper-division standing and Psychology 301 and 418 with a grade of at least C in each; for nonmajors, upper-division standing, Psychology 301 with a grade of at least C, and one of the following with a grade of at least C: Biology 318M, Civil Engineering 311S, Economics 329, Educational Psychology 371, Electrical Engineering 351K, Government 350K, Mathematics 316, 362K, Mechanical Engineering 335, Psychology 317, Sociology 317L, Social Work 318, Statistics 309, Statistics and Scientific Computation 302, 303, 304, 305, 306, 318.

PSY 333D • Intro To Developmental Psych

42970 • Fall 2005
Meets TTH 2:00PM-3:30PM NOA 1.116

Physical, social, and cognitive development in humans. Three lecture hours a week for one semester. Psychology 304 and 333D may not both be counted. Psychology 333D and Women's and Gender Studies 345 (Topic 6: Introduction to Developmental Psychology) may not both be counted. Prerequisite: For psychology majors, upper-division standing and Psychology 301 and 418 with a grade of at least C in each; for nonmajors, upper-division standing, Psychology 301 with a grade of at least C, and one of the following with a grade of at least C: Biology 318M, Civil Engineering 311S, Economics 329, Educational Psychology 371, Electrical Engineering 351K, Government 350K, Mathematics 316, 362K, Mechanical Engineering 335, Psychology 317, Sociology 317L, Social Work 318, Statistics 309, Statistics and Scientific Computation 302, 303, 304, 305, 306, 318.

PSY 394S • Fundmntls Of Socl & Pers Devel

41760 • Spring 2005
Meets M 1:00PM-4:00PM SEA 2.108

Seminars in Developmental Psychology. Three lecture hours a week for one semester. May be repeated for credit when the topics vary. Prerequisite: Graduate standing and consent of instructor.

 

PSY 394S • Current Topics In Devel Psy

41765 • Spring 2005
Meets F 9:00AM-12:00PM SEA 5.106

Seminars in Developmental Psychology. Three lecture hours a week for one semester. May be repeated for credit when the topics vary. Prerequisite: Graduate standing and consent of instructor.

 

PSY 341K • Gender And Racial Attitudes-W

42587 • Fall 2004
Meets TTH 2:00PM-3:30PM NOA 1.116

Topics of contemporary interest that may vary from semester to semester. Three lecture hours a week for one semester. May be repeated for credit when the topics vary. Prerequisite: For psychology majors, upper-division standing and Psychology 301 and 418 with a grade of at least C in each; for nonmajors, upper-division standing, Psychology 301 with a grade of at least C, and one of the following with a grade of at least C: Biology 318M, Civil Engineering 311S, Economics 329, Educational Psychology 371, Electrical Engineering 351K, Government 350K, Mathematics 316, 362K, Mechanical Engineering 335, Psychology 317, Sociology 317L, Social Work 318, Statistics 309, Statistics and Scientific Computation 302, 303, 304, 305, 306, 318.

PSY 304 • Intro To Child Psychology

39845 • Spring 2004
Meets TTH 11:00AM-12:30PM WCH 1.120

General introduction to physical, social, and cognitive development from conception onward. Three lecture hours a week for one semester. Psychology 304 and 333D may not both be counted. Prerequisite: Psychology 301 with a grade of at least C.

PSY 304 • Intro To Child Psychology

39850 • Spring 2004
Meets TTH 12:30PM-2:00PM CPE 2.208

General introduction to physical, social, and cognitive development from conception onward. Three lecture hours a week for one semester. Psychology 304 and 333D may not both be counted. Prerequisite: Psychology 301 with a grade of at least C.

PSY 341K • Gender And Racial Attitudes-W

41135 • Fall 2003
Meets TTH 11:00AM-12:30PM SEA 2.108

Topics of contemporary interest that may vary from semester to semester. Three lecture hours a week for one semester. May be repeated for credit when the topics vary. Prerequisite: For psychology majors, upper-division standing and Psychology 301 and 418 with a grade of at least C in each; for nonmajors, upper-division standing, Psychology 301 with a grade of at least C, and one of the following with a grade of at least C: Biology 318M, Civil Engineering 311S, Economics 329, Educational Psychology 371, Electrical Engineering 351K, Government 350K, Mathematics 316, 362K, Mechanical Engineering 335, Psychology 317, Sociology 317L, Social Work 318, Statistics 309, Statistics and Scientific Computation 302, 303, 304, 305, 306, 318.

PSY 394S • Gender And Race

41360 • Fall 2003
Meets T 6:00PM-9:00PM SEA 5.250

Seminars in Developmental Psychology. Three lecture hours a week for one semester. May be repeated for credit when the topics vary. Prerequisite: Graduate standing and consent of instructor.

 

PSY 304 • Intro To Child Psychology

40075 • Spring 2003
Meets MWF 11:00AM-12:00PM NOA 1.124

General introduction to physical, social, and cognitive development from conception onward. Three lecture hours a week for one semester. Psychology 304 and 333D may not both be counted. Prerequisite: Psychology 301 with a grade of at least C.

PSY 304 • Intro To Child Psychology-Hon

40080 • Spring 2003
Meets MWF 10:00AM-11:00AM NOA 1.102

General introduction to physical, social, and cognitive development from conception onward. Three lecture hours a week for one semester. Psychology 304 and 333D may not both be counted. Prerequisite: Psychology 301 with a grade of at least C.

PSY 304 • Intro To Child Psychology

40750 • Fall 2002
Meets MWF 3:00PM-4:00PM ART 1.102

General introduction to physical, social, and cognitive development from conception onward. Three lecture hours a week for one semester. Psychology 304 and 333D may not both be counted. Prerequisite: Psychology 301 with a grade of at least C.

PSY 341K • Gender And Racial Attitudes-W

40925 • Fall 2002
Meets TTH 12:30PM-2:00PM RLM 6.112

Topics of contemporary interest that may vary from semester to semester. Three lecture hours a week for one semester. May be repeated for credit when the topics vary. Prerequisite: For psychology majors, upper-division standing and Psychology 301 and 418 with a grade of at least C in each; for nonmajors, upper-division standing, Psychology 301 with a grade of at least C, and one of the following with a grade of at least C: Biology 318M, Civil Engineering 311S, Economics 329, Educational Psychology 371, Electrical Engineering 351K, Government 350K, Mathematics 316, 362K, Mechanical Engineering 335, Psychology 317, Sociology 317L, Social Work 318, Statistics 309, Statistics and Scientific Computation 302, 303, 304, 305, 306, 318.

PSY 333D • Intro To Developmental Psy

40065 • Spring 2002
Meets TTH 9:30AM-11:00AM BUR 212

Physical, social, and cognitive development in humans. Three lecture hours a week for one semester. Psychology 304 and 333D may not both be counted. Psychology 333D and Women's and Gender Studies 345 (Topic 6: Introduction to Developmental Psychology) may not both be counted. Prerequisite: For psychology majors, upper-division standing and Psychology 301 and 418 with a grade of at least C in each; for nonmajors, upper-division standing, Psychology 301 with a grade of at least C, and one of the following with a grade of at least C: Biology 318M, Civil Engineering 311S, Economics 329, Educational Psychology 371, Electrical Engineering 351K, Government 350K, Mathematics 316, 362K, Mechanical Engineering 335, Psychology 317, Sociology 317L, Social Work 318, Statistics 309, Statistics and Scientific Computation 302, 303, 304, 305, 306, 318.

PSY 341K • Gender And Racial Attitudes-W

40125 • Spring 2002
Meets TTH 12:30PM-2:00PM MEZ 202

Topics of contemporary interest that may vary from semester to semester. Three lecture hours a week for one semester. May be repeated for credit when the topics vary. Prerequisite: For psychology majors, upper-division standing and Psychology 301 and 418 with a grade of at least C in each; for nonmajors, upper-division standing, Psychology 301 with a grade of at least C, and one of the following with a grade of at least C: Biology 318M, Civil Engineering 311S, Economics 329, Educational Psychology 371, Electrical Engineering 351K, Government 350K, Mathematics 316, 362K, Mechanical Engineering 335, Psychology 317, Sociology 317L, Social Work 318, Statistics 309, Statistics and Scientific Computation 302, 303, 304, 305, 306, 318.

PSY 333D • Intro To Developmental Psy

41090 • Fall 2001
Meets TTH 9:30AM-11:00AM UTC 3.104

Physical, social, and cognitive development in humans. Three lecture hours a week for one semester. Psychology 304 and 333D may not both be counted. Psychology 333D and Women's and Gender Studies 345 (Topic 6: Introduction to Developmental Psychology) may not both be counted. Prerequisite: For psychology majors, upper-division standing and Psychology 301 and 418 with a grade of at least C in each; for nonmajors, upper-division standing, Psychology 301 with a grade of at least C, and one of the following with a grade of at least C: Biology 318M, Civil Engineering 311S, Economics 329, Educational Psychology 371, Electrical Engineering 351K, Government 350K, Mathematics 316, 362K, Mechanical Engineering 335, Psychology 317, Sociology 317L, Social Work 318, Statistics 309, Statistics and Scientific Computation 302, 303, 304, 305, 306, 318.

PSY 394S • Chldrn Racial/Gend Schemata

41336 • Fall 2001
Meets W 1:00PM-4:00PM BEN 422

Seminars in Developmental Psychology. Three lecture hours a week for one semester. May be repeated for credit when the topics vary. Prerequisite: Graduate standing and consent of instructor.

 

PSY 304 • Intro To Child Psychology

39730 • Spring 2001
Meets TTH 9:30AM-11:00AM BAT 7

General introduction to physical, social, and cognitive development from conception onward. Three lecture hours a week for one semester. Psychology 304 and 333D may not both be counted. Prerequisite: Psychology 301 with a grade of at least C.

PSY 341K • Gender And Racial Attitudes-W

39915 • Spring 2001
Meets TTH 12:30PM-2:00PM MEZ 202

Topics of contemporary interest that may vary from semester to semester. Three lecture hours a week for one semester. May be repeated for credit when the topics vary. Prerequisite: For psychology majors, upper-division standing and Psychology 301 and 418 with a grade of at least C in each; for nonmajors, upper-division standing, Psychology 301 with a grade of at least C, and one of the following with a grade of at least C: Biology 318M, Civil Engineering 311S, Economics 329, Educational Psychology 371, Electrical Engineering 351K, Government 350K, Mathematics 316, 362K, Mechanical Engineering 335, Psychology 317, Sociology 317L, Social Work 318, Statistics 309, Statistics and Scientific Computation 302, 303, 304, 305, 306, 318.

PSY 341K • Gender And Racial Attitudes-W

40835 • Fall 2000
Meets TTH 12:30PM-2:00PM GAR 301

Topics of contemporary interest that may vary from semester to semester. Three lecture hours a week for one semester. May be repeated for credit when the topics vary. Prerequisite: For psychology majors, upper-division standing and Psychology 301 and 418 with a grade of at least C in each; for nonmajors, upper-division standing, Psychology 301 with a grade of at least C, and one of the following with a grade of at least C: Biology 318M, Civil Engineering 311S, Economics 329, Educational Psychology 371, Electrical Engineering 351K, Government 350K, Mathematics 316, 362K, Mechanical Engineering 335, Psychology 317, Sociology 317L, Social Work 318, Statistics 309, Statistics and Scientific Computation 302, 303, 304, 305, 306, 318.

PSY 394S • Current Topics In Devel Psy

41110 • Fall 2000
Meets F 3:30PM-6:30PM LAC 2.110D

Seminars in Developmental Psychology. Three lecture hours a week for one semester. May be repeated for credit when the topics vary. Prerequisite: Graduate standing and consent of instructor.

 

PSY 304 • Intro To Child Psychology

39120 • Spring 2000
Meets TTH 8:00AM-9:30AM UTC 2.112A

General introduction to physical, social, and cognitive development from conception onward. Three lecture hours a week for one semester. Psychology 304 and 333D may not both be counted. Prerequisite: Psychology 301 with a grade of at least C.

Media Coverage


 


KPPC, Southern California Public Radio, Take Two, Alex Cohen. Single-sex schools are unproven as a benefit. January 15, 2016. Listen at:
http://www.scpr.org/programs/take-two/2016/01/15/45957/single-sex-schools-are-unproven-as-a-benefit/



The Chronicle of Higher Education. Lucy Ferriss. Making categories, breaking categories. March 13, 2016. Available at: http://chronicle.com/blogs/linguafranca/2016/03/13/making-categories-breaking-categories/

 

Radcliffe Institute for Advanced Study, Harvard University. Gendered language and sexist thought. Invited paper presented in Ways with words: Exploring language and gender. March, 2016. Available at:
https://www.radcliffe.harvard.edu/video/ways-words-beyond-binaries

 

Hogg Blog—Hogg Foundation for Mental Health | Into the Fold, Episode 12: Rebecca Bigler on Internalized Sexualization in Adolescent Girls

June 25, 2015

 

Parents Magazine | Raise a Respectful Child 

June 2015 issue

 

Association of Texas Professional Educators (ATPE) News | No Girls Allowed: The Single-Sex School Debate

Summer 2015 issue

 

Huffington Post Live | Are there benefits to single-sex colleges?

March 24, 2015

 

KUT-Austin | Q & A: The Pros and Cons of Single Sex Education

Dec. 22, 2014

 

BuzzFeed News | Austin Thinks It Can Save Poor Kids By Separating Boys And Girls 

Dec. 2, 2014

 

The New York Times |  Talking About Racism With White Kids 

Nov. 25, 2014

 

The New York Times | Old Tactic Gets New Use: Public Schools Separate Girls and Boys

Nov. 20, 2014

 

Christian Science Monitor |  Sexy Halloween Costumes for Girls? Study Backs up Concerned Parents

Oct. 31, 2014

 

Michigan Public Radio | What You Can Learn About Prejudice by Putting Kids in Different Colored Shirts

April 3, 2013

 

USA Today | Women’s Colleges Struggle to Keep Identity and Enrollment

Aug. 17, 2012

 

KVUE News | AISD could open all-girls, all-boys schools

Nov. 8, 2011

 

KAZI 88.7 FM | Talk Time with Richard Smith

Oct. 23, 2011

 

KAZI 88.7 FM | The Wakeup Call with Richard Smith

Oct. 21, 2011

 

KTBC/Fox 7 News | Are Sex-Segregated Schools Effective?

Oct. 11, 2011

 

KXAN News | UT Study on Single-Sex Education

Oct. 9, 2011

 

Good Day Austin, Morning Show, Fox News | AISD and Single-Sex Campuses

 

KUT-Austin | Austin School Board to Debate Single-Sex Schools Tonight

 

Austin American Statesmen | Girls Schools Like Ann Richards Scrutinized In Academic Paper

Oct. 7, 2011

 

Dateline NBC | Are Purses Just for Girls?

March 2011

 

Newsweek | “Is Your Baby Racist?”

Sept. 14, 2009

 

Good Morning America, ABC News | Confronting Tough Issues of Race

Dec. 5, 2006

Former Graduate Students


Christia Spears Brown (Ph.D. 2003)

Dr. Brown is currently Associate Professor of Psychology at the University of Kentucky. She studies social stereotyping and prejudice, children's perceptions of discrimination, and the development of ethnic identity. She is also interested in the experiences of immigrant children and interventions designed to reduce stereotyping and prejudice. For more information, visit http://web.mac.com/christiabrown/Lab/Home.html

Erica S. Weisgram (Ph.D. 2006)

Dr. Weisgram is currently Associate Professor of Psychology at the University of Wisconsin Steven's Point. Her work examines the role of gender and gender-related cognitions (e.g., stereotypes, beliefs, values) in shaping children's personal interests, including toy preferences, academic interests, and occupational goals. She also studies girls’ and women’s interest in nontraditional (e.g., STEM) occupations. For more information, visit http://www.uwsp.edu/psych/Pages/faculty/eWeisgram.aspx

Meagan Patterson (Ph.D. 2007)

Dr. Patterson is currently Assistant Professor of Psychology and Research in Education at the University of Kansas. Her research focuses on the roles of environmental and organismic factors in the formation of intergroup attitudes. She examines children's integration of views of the self and social groups, and its consequences for developmental outcomes (identity, peer relations, interests). For more information, visit http://www.soe.ku.edu/faculty-staff/meagan-patterson.shtml

Julie Milligan Hughes (Ph.D. 2008)

Dr. Hughes is currently Assistant Professor of Psychology at The College of New Jersey. Her work examines children's and adolescents' knowledge, attitudes, and reasoning about race, especially racial discrimination and inequality. She also examines predictors of individuals' views of race-related educational and legal policies. Her dissertation was awarded the Annette Urso Rickel Award for Dissertation in Public Policy. For more information, visit http://padlab.pages.tcnj.edu/ 

Erin Pahlke  (Ph.D. 2009)

Dr. Pahlke is currently Assistant Professor of Psychology at Whitman College. Her work addresses three broad questions: (1) How do children and adolescents form their views of race and gender? (2) What are the consequences of children’s and adolescents’ views of race and gender? and (3) What is the impact of experiences with racial and gender diversity on youth’s academic and socio-emotional outcomes?  For more information, visit http://www.whitman.edu/content/psychology/people/faculty/pahlke

Recent Publications


Hughes, J. M., & Bigler, R. S. (2011). Predictors of African American and European American adolescents’ endorsement of race-conscious social policies. Developmental Psychology, 47, 479-492.

Halpern, D. F., Eliot, L., Bigler, R. S., Fabes, R. A., Hanish, L. D., Hyde, J., Liben, L. S., & Martin, C. L. (2011). The pseudoscience of single-sex schooling. Science, 333, 1706-1707.

Pahlke, E., Bigler, R. S., & Suizzo, M. (2012). Relations between colorblind socialization and children’s racial bias: Evidence from European American mothers and their preschool children. Child Development, 83, 1164-1179.

Patterson, M. M., Pahlke, E., & Bigler, R. S. (2013). Witnesses to history: Children’s views of race and the 2008 United States presidential election. Analyses of Social Issues and Public Policy, 13, 186-210. DOI: 10.1111/j.1530-2415.2012.01303.x

Hayes, A. R., & Bigler, R. S. (2013). Gender-related values, perceptions of discrimination, and mentoring in STEM graduate training. International Journal of Gender, Science and Technology, 5, 254-280.

Bigler, R. S., & Wright. Y. F. (2014). Reading, writing, arithmetic, and racism? Risks and benefits to teaching children about intergroup biases. Child Development Perspectives, 8, 18-23.


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  • Center for Women's & Gender Studies

    The University of Texas at Austin
    Burdine Hall 536
    2505 University Avenue, A4900
    Austin, Texas 78712
    512-471-5765