Two sets of meta-analyses of studies examining gender effects on parents' observed language with their children were conducted. One looked at studies comparing mothers and fathers in amount of talking, supportive speech, negative speech, directive speech, informing speech, and questions and requests. The other looked at studies comparing mothers' interactions with daughters versus with sons in amount of talking, supportive speech, and directive speech. Across studies, mothers tended to talk more (d = .26), use more supportive (d = .23) and negative (d = .13) speech, and use less directive (d = .19) and informing (d = .15) speech than did fathers. Also, mothers tended to talk more (d = .29) and use more supportive speech (d = .22) with daughters than with sons. Medium or large effect sizes occurred in most analyses when particular moderator variables were taken into account. Effect sizes varied, depending on aspects of the interactive setting, the child's age, sampling and measurement, and publication characteristics. The results are interpreted in relation to a contextual-interactive model of gender typing.

The present study examined the influence of professor and student characteristics on students' preconceptions of college professors. Course syllabi for a politically charged social science course were constructed with versions varying by teaching style, professor gender, and professor ethnicity. A total of 633 (44% Latino; 34% African American; 22% Anglo) undergraduates rated the course and the instructor on professor warmth, professor capability, and political bias. Among several findings associated with professor ethnicity and teaching style, Latina professors were viewed as more warm when they had a lenient teaching style and less warm when they had a strict teaching style when compared with Anglo women professors with respective styles. Anglo men students perceived professors as more politically biased than did other students. Results are discussed in the context of aversive racism and a double standard of evaluation for Latino professors.

No abstract

No abstract

One of the hallmarks of adolescence is the beginning of romantic relationships. Although many adolescents may either delay heterosexual dating until later years or indicate a preference for same-gender sexual partners, most will begin heterosexual relationships. The way in which adolescent girls and boys begin to relate with one another is apt to be influenced by their experiences in other types of relationships. As Funnan and Wehner (1994, p. 182) recently argued, "adoIescents are likely to be predisposed to respond to romantic partners as they have in other relationships." Moreover, how young women and men relate to one another in their first romantic relationships may lay the foundation for later sexual and nonsexual cross-gender relationships.' Despite the potentially important links between adolescents' romantic relationships and other relationships, surprisingly few comparisons have been made of these different types of relationships (Furman, 1993, p. 94). In an attempt to contribute to our thinking on this topic and possibly stimulate new research directions, this chapter explores ways in which same-and cross-gender friendships may influence the quality of adolescents' and young adults' heterosexual romantic relationships. We also consider how traditional gender development may undermine the emergence of qualities associated with high degrees of satisfaction in romantic relationships.The chapter is divided into four sections. First, we consider some of the practical reasons why it is important to examine adolescent romantic relationships. Second, we consider how children's traditionally gender-segregated peer relationships contribute to miscommunications and power asymmetries in later heterosexual relationships, which in turn may lead to