Skip to main content Accessibility help
×
Hostname: page-component-7479d7b7d-m9pkr Total loading time: 0 Render date: 2024-07-12T15:43:21.198Z Has data issue: false hasContentIssue false

Chapter 4 - Being the Change You Want to See in the World

Published online by Cambridge University Press:  09 April 2022

Jamila Bookwala
Affiliation:
Lafayette College, Pennsylvania
Nicky J. Newton
Affiliation:
Wilfrid Laurier University, Ontario
Get access

Summary

In this chapter, Basow reflects on how she has tried to create the type of professional environment she wished for growing up. She explains the importance of role models to her, personally, and how this translated into a research program examining how gender affects the way people are perceived and evaluated, with a special focus on gender bias in student evaluations. Basow also describes how she became an agent of change on campus, in her local community, and in the field of psychology, working to create a more inclusive and equitable world for women. Among the lessons she learned over her lifetime were the importance of perseverance and naïve optimism, keeping your eye on your goal, developing and maintaining a supportive social network, and the impossibility of having it all, at least all at the same time.

Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2022

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Basow, S. A. (1980). Sex-role stereotypes: Traditions and alternatives. Monterey, CA: Brooks/Cole.Google Scholar
Basow, S. A. (1986). Gender stereotypes: Traditions and alternatives (2nd ed.). Monterey, CA: Brooks/Cole.Google Scholar
Basow, S. A. (1990). Effects of teacher expressiveness: Mediated by teacher sex-typing? Journal of Educational Psychology, 82(3), 599602.CrossRefGoogle Scholar
Basow, S. A. (1991). The hairless ideal: Women and their body hair. Psychology of Women Quarterly, 15(1), 8396.CrossRefGoogle Scholar
Basow, S. A. (1992). Gender: Stereotypes and roles, 3rd ed. Grove, Pacific, CA: Brooks/Cole.Google Scholar
Basow, S. A. (1995). Student evaluations of college professors: When gender matters. Journal of Educational Psychology, 87(4), 656665.CrossRefGoogle Scholar
Basow, S. A. (2018). The hairless ideal. In Chrisler, J. C. & Golden, C. (Eds.), Lectures on the psychology of women, 5th. ed. (pp. 200211). New York, NY: McGraw-Hill.Google Scholar
Basow, S. A., & Braman, A. C. (1998). Women and body hair: Social perceptions and attitudes. Psychology of Women Quarterly, 22(4), 637645.CrossRefGoogle Scholar
Basow, S. A., & Distenfeld, M. S. (1985). Teacher expressiveness: More important for male teachers than female teachers? Journal of Educational Psychology, 77(1), 4552.CrossRefGoogle Scholar
Basow, S. A., & Howe, K. G. (1979). Sex bias and career evaluations by college women. Perceptual and Motor Skills, 49(3), 705706.CrossRefGoogle Scholar
Basow, S. A., & Howe, K. G. (1980). Role-model influence: Effects of sex and sex-role attitudes in college students. Psychology of Women Quarterly, 4(4), 558572.CrossRefGoogle Scholar
Basow, S. A., & Martin, J. L. (2012). Bias in student ratings. In Kite, M.E. (Ed.), Effective evaluation of teaching: A guide for faculty and administrators (pp. 4049). Retrieved from the Society for the Teaching of Psychology website: http://teachpsych.org/ebooks/evals2012/index.php.Google Scholar
Basow, S. A., & O’Neil, K. (2014). Men’s body depilation: An exploratory study of U.S. college students’ preferences, attitudes, and practices. Body Image, 11(4), 409417.CrossRefGoogle ScholarPubMed
Basow, S. A., Phelan, J., & Capotosto, L. (2006). Gender patterns in college students’ choices of their best and worst professors. Psychology of Women Quarterly, 30(1), 2535.CrossRefGoogle Scholar
Basow, S. A., & Silberg, N. T. (1987). Student evaluations of college professors: Are female and male professors rated differently? Journal of Educational Psychology, 79(3), 308314.CrossRefGoogle Scholar
Basow, S., & Willis, J. (2001). Perceptions of body hair on White women: Effects of labeling. Psychological Reports, 89(3), 571576.CrossRefGoogle ScholarPubMed
Curie, E. (1937). Madame Curie. London: William Heinemann. Retrieved from Internet Archives.Google Scholar
Dornbush, R. L., & Basow, S. A. (1970). Relationship between reading achievement and short-term memory. Child Development, 41, 10331044.CrossRefGoogle ScholarPubMed
Eagly, A. H., Nater, C., Miller, D. I., Kaufmann, M., & Sczesny, S. (2020). Gender stereotypes have changed: A cross-temporal meta-analysis of U.S. public opinion polls from 1946 to 2018. American Psychologist, 75(3), 301315. https://doi-org.ezproxy.lafayette.edu/10.1037/amp0000494CrossRefGoogle ScholarPubMed
Tidball, M. E. (1973). Perspective on academic women and affirmative action. Educational Record, 54(2), 130135.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×