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Lisa Moore Interim, Director 2505 University Avenue, A4900, Burdine Hall 536, Austin Texas 78712 • 512-471-5765

Rebecca Bigler

Core Faculty Ph.D., Pennsylvania State University

Rebecca Bigler



Rebecca S. Bigler is Professor of Psychology and Women’s and Gender
Studies at the University of Texas at Austin. She received a B.A. from
Oberlin College and Ph.D. from Penn State University before joining
the faculty at UT-Austin in 1991. She studies the causes and
consequences of social stereotyping and prejudice among children, with
a particular focus on gender and racial attitudes. She has also worked to
develop and test intervention strategies aimed at reducing children’s
social stereotyping and intergroup biases. Her 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). She is currently the Executive Director of the American
Council for CoEducational Schooling (ACCES).

College: Liberal Arts

Home Department: Psychology

Education: Ph.D., Pennsylvania State University

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

Recent Publications:Brown, C. S., Bigler, R. S., & Chu, H. (2010). An experimental study of the correlates and consequences of perceiving oneself to be the target of gender discrimination. Journal of Experimental Child Psychology. 107, 100-117.

Pahlke, E., Bigler, R. S., & Green, V. A. (2010). Effects of learning about historical gender discrimination on middle school-aged children’s occupational judgments and aspirations. Journal of Early Adolescence, 30, 854-894.

Hayes, A. R., Pahlke, E., & Bigler, R. S. (2011). The efficacy of single-sex education: Testing for selection and peer quality effects. Sex Roles: A Journal of Research, 65, 693-703.

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.

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

47490 • Spring 2013
Meets TH 930am-1230pm UTC 1.136
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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.

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

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

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

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 

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

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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