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| Preface | |
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| Acknowledgments | |
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| A Note on Method and Scope | |
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| Gender Schemas at Work | |
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| What Holds Up the Glass Ceiling? | |
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| Gender Schemas | |
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| Accumulation of Advantage | |
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| Schemas, Exceptions, and Fairness | |
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| Gender Schemas at Work | |
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| The Origins and Effects of Gender Schemas | |
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| Childhood Learning | |
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| Sex, Gender, and Schemas | |
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| The Cognition of Gender | |
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| Expectations and Gender Traits | |
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| Schemas and Professional Evaluations | |
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| Qualifications and Responsibilities | |
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| Self-Perception | |
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| Remedies | |
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| Gender Begins -- and Continues -- at Home | |
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| Turning Babies into Girls and Boys | |
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| Not Just a Baby | |
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| Not Just a Child | |
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| Turning Play into Work | |
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| Children's Chores | |
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| Gender and Play | |
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| Injustice at Home | |
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| Explaining Inequity at Home | |
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| Learning About Gender | |
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| Cognitive Components of Gender Knowledge | |
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| Influences of Adults and Peers | |
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| "The Boys Don't Cheer": Children's Play in Middle Childhood | |
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| Cultural Influences | |
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| Expectations and Children's School Performance | |
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| Why Do Girls and Women Do So Well? | |
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| Biology and Behavior | |
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| Sex Hormones | |
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| Within-Sex Variability | |
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| Variation in Trait Expression | |
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| Reproduction | |
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| Height | |
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| Voice Pitch | |
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| Behavioral Traits and Professional Achievement | |
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| Activity Level | |
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| Aggression | |
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| The Significance of Sex Differences | |
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| Biology and Cognition | |
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| Verbal Ability | |
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| Perceptual Speed | |
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| Mathematical Ability | |
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| Cross-Cultural Differences | |
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| Sex Differences | |
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| Early Childhood Differences | |
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| Nature of Difficulties with Word Problems | |
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| The Mathematics Scholastic Assessment Test (SAT-M) | |
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| Unconventional Problem Solving | |
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| Importance of Sex Differences | |
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| Spatial Visualization and Mental Rotation | |
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| Mental Rotation and Math Performance | |
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| Problem-Solving Strategies | |
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| Practice | |
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| Instructions | |
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| Time | |
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| Conclusion: The Significance of Cognitive Sex Differences | |
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| Schemas That Explain Behavior | |
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| How Schemas Affect Perceptions, Interpretations, and Expectations | |
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| Sex Differences | |
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| Who's Normal? Who's Better? | |
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| Origins of Gender Schemas | |
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| Entrenching Gender Schemas | |
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| Schema Interactions and Schema Clashes | |
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| Evaluating Women and Men | |
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| Perceptions of Leadership | |
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| Perceptions of Competence | |
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| Perceptions of Assertiveness | |
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| The Cost for a Woman of Being Masculine | |
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| The Cost for a Woman of Being Perceived as Feminine | |
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| Physical Attractiveness | |
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| Size of Pool | |
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| Accumulation of Advantage and Disadvantage | |
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| Effects on the Self | |
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| Expectation Effects | |
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| Conversational Effects, Sight Unseen | |
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| Gaze | |
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| Self-esteem and Goals | |
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| Expectations and Alternatives | |
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| Equity, Entitlement, and Perceptions of Bias | |
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| Interpreting Success and Failure | |
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| Explaining Others' Successes and Failures | |
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| Job Success | |
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| Job Failure | |
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| Omnicompetent Men | |
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| Understanding Our Own Successes and Failures | |
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| Dr. X | |
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| Understanding Dr. X | |
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| The Downside of the Male Attribution Pattern | |
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| Professor Y | |
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| Understanding Professor Y | |
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| The Downside of the Female Attribution Pattern | |
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| Good Attribution Patterns for Men and Women | |
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| The Costs of Effort | |
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| Women in the Professions | |
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| Understanding the Data | |
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| Aggregate and Cohort Data | |
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| Within-rank Comparisons | |
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| Equal Pay | |
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| Qualifications | |
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| Business | |
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| College Graduates | |
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| Careers of MBAs | |
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| Managers | |
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| International Business | |
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| The CIA | |
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| Engineers | |
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| Law | |
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| Structure of the Profession | |
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| Women's Representation in Law | |
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| Associates and Partners | |
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| Salary in Law Firms | |
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| In-house Lawyers | |
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| The Judiciary | |
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| Medicine | |
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| Sports | |
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| Participation | |
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| Coaches and Administrators | |
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| Professional Tennis | |
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| Summary | |
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| Gender Schemas | |
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| Women in Academia | |
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| The Status Structure of Academia | |
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| Salary | |
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| Across Disciplines | |
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| Humanities | |
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| Science and Engineering | |
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| Rank and Tenure | |
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| Rank Percentages | |
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| Gender Percentages | |
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| Rank and Tenure | |
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| Rank Across Disciplines | |
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| Tenure Across Disciplines | |
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| The Humanities | |
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| Science and Engineering | |
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| An Apparent Contradiction | |
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| Prestige of Institution and Teaching Load | |
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| Progress in Academia | |
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| A Case Study: Psychologists | |
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| Summary | |
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| Professional Performance and Human Values | |
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| Expectations | |
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| Human Capital | |
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| Performance Issues | |
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| Law | |
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| Academia | |
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| Quantity of Publications | |
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| Quality of Publications | |
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| Teaching | |
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| What Do Men and Women in the Professions Want? | |
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| Preferences on the Job | |
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| A Well-Rounded Life | |
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| Child Care | |
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| The Role of Gender Schemas | |
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| Affirmative Action and the Law | |
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| Affirmative Action Procedures | |
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| The Impact of Affirmative Action | |
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| How Has Affirmative Action Changed Organizations? | |
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| Gender Schemas as Barriers to Affirmative Action | |
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| What Impact Does Affirmative Action Have on Beneficiaries? | |
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| Should Affirmative Action Procedures Be Abolished? | |
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| Can We Neutralize the Psychological Costs of Affirmative Action? | |
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| The Role of Institutions | |
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| The Role of the Individual | |
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| Lawsuits | |
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| Partnership: A Case Study | |
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| Educating the Judiciary | |
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| Benefits of Successful Suits | |
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| Limitations of Successful Suits | |
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| Gender Schemas and Mixed Motives | |
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| Tenure: A Case Study | |
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| School Admission: Two Case Studies | |
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| Effects of Lawsuits on Employees and Observers | |
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| Effects of Lawsuits on Employers | |
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| The Future | |
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| Remedies | |
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| Toward Accurate Evaluations | |
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| Learning about Gender Schemas | |
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| Challenging Hypotheses | |
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| Educating Children | |
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| Reducing Reliance on Gender Schemas | |
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| Time | |
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| Attention | |
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| Accountability | |
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| Increasing the Number of Women in a Candidate Pool | |
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| Learning to Reason | |
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| Awareness Training | |
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| Institutional Policies | |
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| The Roles of Committed Leaders | |
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| Performance Criteria | |
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| Johns Hopkins--A Case Study | |
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| Costs and Benefits of Progressive Policies | |
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| Equalizing the Accumulation of Advantage | |
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| Be Where Women Are Well-Represented | |
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| Be Impersonal, Friendly, and Respectful | |
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| Build Power | |
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| Seek Information | |
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| Become an Expert | |
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| Get Endorsed by Legitimate Authority | |
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| Negotiate, Bargain, Seek Advancement | |
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| Overcome Internal Barriers to Effectiveness | |
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| How Valuable Are Role Models? | |
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| Personal Lives | |
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| More Work and Less Work | |
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| Children | |
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| Notes | |
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| References | |
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| Author Index | |
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| Subject Index | |