Core Faculty — Ph.D., Pennsylvania State University
- E-mail: firstname.lastname@example.org
- Phone: 471-9917
- Office: SEA 5.250
- Campus Mail Code: A8000
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
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
WGS 392 • Rsch Meths Smnr Wom'S/Gend Std
TH 930am-1230pm 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.
Good Morning America, ABC News | Confronting Tough Issues of Race
Dec. 5, 2006
Newsweek | “Is Your Baby Racist?”
Sept. 14, 2009
Dateline NBC | Are Purses Just for Girls?
Austin American Statesmen | Girls Schools Like Ann Richards Scrutinized In Academic Paper
Oct. 7, 2011
Good Day Austin, Morning Show, Fox News | AISD and Single-Sex Campuses.
KXAN News | UT Study on Single-Sex Education
Oct. 9, 2011
KTBC/Fox 7 News | Are Sex-Segregated Schools Effective?
Oct. 11, 2011
KAZI 88.7 FM | The Wakeup Call with Richard Smith
Oct. 21, 2011
KAZI 88.7 FM | Talk Time with Richard Smith
Oct. 23, 2011
KVUE News | AISD could open all-girls, all-boys schools
Nov. 8, 2011
Aug. 17, 2012
Michigan Public Radio | What You Can Learn About Prejudice by Putting Kids in Different Colored Shirts
April 3, 2013
Christian Science Monitor | Sexy Halloween Costumes for Girls? Study Backs up Concerned Parents
Oct. 31, 2014
The New York Times | Old Tactic Gets New Use: Public Schools Separate Girls and Boys
Nov. 20, 2014
The New York Times | Talking About Racism With White Kids
Nov. 25, 2014
BuzzFeed News | Austin Thinks It Can Save Poor Kids By Separating Boys And Girls
Dec. 2, 2014
KUT-Austin | Q & A: The Pros and Cons of Single Sex Education
Dec. 22, 2014
Huffington Post Live | Are there benefits to single-sex colleges?
March 24, 2015
Association of Texas Professional Educators (ATPE) News | No Girls Allowed: The Single-Sex School Debate
Summer 2015 issue
Parents Magazine | Raise a Respectful Child
June 2015 issue
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
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.