B.A., Clark University
Ph.D., University of California, Santa Cruz
Postdoctoral Fellowship, Harvard Graduate School of Education
Dissertation: Parent-child conversations about science: Socialization of gender inequities. 

Current Position: Professor in Developmental Psychology, University of Surrey
Home page: LINK
E-mail: H.Tenenbaum@surrey.ac.uk

Co-Authored Papers:
     Leaper, C., & Tenenbaum, H. R. (2017). Gender socialization in childhood. In K. L. Nadal (Ed.), The SAGE encyclopedia of psychology and gender (pp. 745-749). Thousand Oaks, CA: Sage.
     Tenenbaum, H. R., & Leaper, C. (2003). Parent-child conversations about science: The socialization of gender inequities? Developmental Psychology, 39, 34-47.
     Tenenbaum, H. R., & Leaper, C. (2002). Are parents' gender schemas related to their children's gender-related cognitions?: A meta-analysis Developmental Psychology, 38, 615-630.
     Leaper, C., Tenenbaum, H. R., & Shaffer, T. G. (1999). Gender effects on the communication strategies of African-American children from low-income, urban backgrounds. Child Development, 70, 1489-1503.
     Tenenbaum, H. R., & Leaper, C. (1998). Gender effects on Mexican-descent parents' questions and scaffolding during toy play: A sequential analysis. First Language, 18,, 129-147.
     Tenenbaum, H. R., & Leaper, C. (1997). Mexican-American mothers' and fathers' cognitive demand of their preschool child: Effects of gender, parent attitudes, and play setting. Hispanic Journal of Behavioral Sciences, 19, 318-332.

B.A., University of Padova
Ph.D., University of California, Santa Cruz
Dissertation: Building a community: Single mothers manage family responsibilities.

Current Position: Global Inclusion and Diversity Leader, AstraZeneca

Co-Authored Paper:
     Leaper, C., & Sabattini, L. (2004). Young adults' perceptions of their parents' division of labor and parenting styles. Sex Roles, 50, 217-224.

B.S., University of California, Berkeley
Ph.D., University of California, Santa Cruz
Dissertation: Self-concept and change in stage of physical activity among older adults and college students.

Current Position: Research Analyst
E-mail: sirinda@qc2.com

Co-Authored Paper:
     Daniels, E., Sincharoen, S., & Leaper, C. (2005). The relation between sport orientations and athletic identity among adolescent girl and boy athletes. Journal of Sport Behavior, 28, 315-333.

B.S., University of North Carolina, Chapel Hill
Ph.D., University of California, Santa Cruz
Dissertation: A multileveled feminist examination of gender identity in emerging adult women.

Current Position: Associate Professor, Elizabethtown College
Homepage: LINK
E-mail: smitht@etown.edu

Co-Authored Papers:
    Leaper, C., & Smith, T. E. (2004). A meta-analytic review of gender variations in children's talk: Talkativeness, affiliative speech, and assertive speech. Developmental Psychology, 40, 993-1027.
    Smith, T. E., and Leaper, C. (2006). Self-perceived gender typicality and the peer context during adolescence. Journal of Research on Adolescence, 16, 91-104. 

B.A., Georgetown University
Ph.D., University of California, Santa Cruz
Postdoctoral Fellowship, UCLA
Dissertation: Media representations of active women: What are girls seeing and does it affect their self-concept?

Current Position: Professor and Director, Centre for Appearance Research, University of the West of England at Bristol
Home page: LINK
E-mail: daniels.psychology@gmail.com or Beth.Daniels@uwe.ac.uk.

Co-Authored Papers:
      Robnett, R. D., Daniels, E., & Leaper, C. (2018). Growing up gendered: Feminist perspectives on development. In J. W. White & C. Travis (Eds.), APA handbook on the psychology of women: Vol. 1: History, theory, and battlegrounds (pp. 437-454). Washington, DC: American Psychological Association.
     Daniels, E., & Leaper, C. (2011). Gender issues. In B. B. Brown & M. Prinstein (Eds.), Encyclopedia of adolescence: Vol. 1, Normative processes in development (pp. 151-159). San Diego, CA: Elsevier.
     Daniels, E., & Leaper, C. (2006). A longitudinal investigation of sport participation, peer acceptance, and self-esteem among adolescent boys and girls. Sex Roles, 55, 875-880.
     Daniels, E., Sincharoen, S., & Leaper, C. (2005). The relation between sport orientations and athletic identity among adolescent girl and boy athletes. Journal of Sport Behavior, 28, 315-333.

B.A., University of Texas at Austin
Ph.D., University of California, Santa Cruz
Dissertation: Sexual-minority women's experiences with discrimination during emerging adulthood: Relations with identity and collective action.

Current Position: Pre-health Professions Adviser, St. Mary's University San Antonio, TX
E-mail: friedman.carly@gmail.com or cfriedman@stmarytx.edu

Co-Authored Papers:
     Friedman, C. K., Ayres, M. M., & Leaper, C. (2014). Feminist identity and well-being in college women. In A. C. Michalos (Ed.), Encyclopedia of quality of life research. New York: Springer.
     Friedman, C. K., & Leaper, C. (2010). Sexual minority women's experiences with discrimination: Relations with identity and collective action. Psychology of Women Quarterly, 34, 152-164.
     Ayres, M. M., Friedman, C. K., & Leaper, C. (2009). Individual and situational factors related to young women’s likelihood of confronting sexism in their everyday lives. Sex Roles,61, 449-460.
     Friedman, C.K., Leaper, C., & Bigler, R.S. (2008). Do mothers' gender attitudes or gender-stereotyped comments predict young children's gender beliefs? Parenting: Science and Practice, 74, 357-366.
     Leaper, C., & Friedman, C.K. (2007). The socialization of gender. In J. Grusec & P. Hastings (Eds.), The handbook of socialization: Theory and research (pp. 561-587). New York: Guilford.

B.A., University of Oregon
Ph.D., University of California, Santa Cruz
Dissertation: Adolescent girls' experiences with sexism, racism, and classism: The role of social support from parents and friends.

Current Position: Professor of Psychology, University of Wisconsin at River Falls
Home page: LINK
E-mail: melanie.ayres@uwrf.edu

Co-Authored Papers:
     Friedman, C. K., Ayres, M. M., & Leaper, C. (2014). Feminist identity and well-being in college women. In A. C. Michalos (Ed.), Encyclopedia of quality of life research. New York: Springer.
     Leaper, C., Brown, C. S., & Ayres, M. M. (2013). Adolescent girls' cognitive appraisals of coping responses to sexual harassment. Psychology In the Schools, 50, 969-986.
     Ayres, M. M., & Leaper, C. (2012). Adolescent girls’ experiences of discrimination: An examination of coping strategies, social support, and self-esteem. Journal of Adolescent Research, 28, 479-508.
     Ayres, M. M., Friedman, C. K., & Leaper, C. (2009). Individual and situational factors related to young women’s likelihood of confronting sexism in their everyday lives. Sex Roles, ,61, 449-460.
     Leaper, C., & Ayres, M. M.. (2007). A meta-analytic review of gender variations in adults' language use: Talkativeness, affiliative speech, and assertive speech. Personality & Social Psychology Review, 11, 328-363.

B.A., Pennsylvania State University
Ph.D., University of California, Santa Cruz
Dissertation: Competition and emotional closeness in early adolescent friendships: The role of domain importance and coping.

Current Position: Institutional Effectiveness Analyst, California Institute of Integral Studies
E-mail: jessica.e.mcguire@gmail.com 

Co-Authored Paper:
     McGuire, J. E.., & Leaper, C. (2016). Competition, coping, and closeness in young adults’ same-gender friendships. Sex Roles, 74, 423-435. 

B.A., University of Northern Iowa
Ph.D., University of California, Santa Cruz
Dissertation: The role of peer support for girls and women in the stem pipeline: Promoting identification with stem and mitigating the negative effects of sexism.

Current Position: Professor of Psychology, University of Nevada, Las Vegas
Home page: LINK
E-mail: Rachael.Robnett@unlv.edu

Co-Authored Papers:
     Leaper, C., & Robnett, R. D. (2018). Sexism. In R. J. R. Levesque (Ed.), Encyclopedia of adolescence (2nd Ed., pp. 3502-3511). New York, NY: Springer.
      Robnett, R. D., Daniels, E., & Leaper, C. (2018). Growing up gendered: Feminist perspectives on development. In J. W. White & C. Travis (Eds.), APA handbook on the psychology of women: Vol. 1: History, theory, and battlegrounds (pp. 437-454). Washington, DC: American Psychological Association.
     Robnett, R. D., & Leaper, C. (2013). Friendship groups, personal motivation, and gender in relation to high school students’ STEM career interest. Journal of Research on Adolescence, 23, 652-664.
      Robnett, R. D., & Leaper, C. (2013). “Girls don’t propose! Ew.”: A mixed-methods examination of college marriage tradition preferences and benevolent sexism in emerging adults. Journal of Adolescent Research, 28, 96-121.
     Leaper, C., & Robnett, R. D. (2011). Sexism. In R. J. R. Levesque (Ed.), Encyclopedia of adolescence (pp. 2641-2648). New York: Springer.
     Leaper, C., & Robnett, R. D. (2011). Women are more likely than men to use tentative language; aren’t they?: A meta-analysis testing for gender differences and moderators. Psychology of Women Quarterly, 35, 129-142.

B.A., University of California at Davis
M.A., University of California at Berkeley
Ph.D., University of California, Santa Cruz
Dissertation: Middle-aged adults' close relationships and cultural worldviews after parents' deaths. 

E-mail: timeafar@gmail.com AND timea.farkas@lausd.net
Current position: Program Evaluation and Research Coordinator, Los Angeles Unified School District.

Co-Authored Works:
     Leaper, C., Gutierrez, B. C., & Farkas, T. (2022). Ambivalent sexism and perceived relationship qualities in young adult heterosexual dating couples. Emerging Adulthood, 10(3), 776-787. 
     Leaper, C., Farkas, T., & Starr, C. R. (2019). Traditional masculinity, help avoidance, and intrinsic interest in relation to high school students’ English and math performance. Psychology Men & Masculinity, 20(4), 603-611. 
     Farkas, T., & Leaper C. (2016). Chivalry’s double-edged sword: How girls’ and boys’ paternalistic attitudes relate to their possible family and work selves. Sex Roles, 74, 220-230. 
     Farkas, T., & Leaper, C. (2015). The psychology of boys. In Y. J. Wong & S. Wester (Eds.), APA handbook of men and masculinities (pp. 357-387). Washington, DC: American Psychological Association.
     Leaper, C., & Farkas, T. (2014). The socialization of gender during childhood and adolescence. In J. Grusec & P. Hastings (Eds.), Handbook of socialization: Theory and research (2nd ed., pp. 541-565). New York: Guilford.
      Farkas, T., & Leaper, C. (2014). Is having an older brother or older sister related young siblings’ gender typing?: A meta-analysis. In P. J. Leman & H. Tenenbaum (Eds.), Gender and development (Current issues in developmental psychology, pp. 63-77). New York: Psychology Press.
     Leaper, C., Farkas, T., & Brown, C. S. (2012). Adolescent girls' experiences and gender-related beliefs in relation to their motivation in math/science and English. Journal of Youth & Adolescence, 41, 268-282.

B.A., University of Texas at Austin
M.S., University of California, Santa Cruz
Ph.D., University of California, Santa Cruz
Dissertation: How African American male typicality affects in-group belonging and stereotyping: A cross-sectional analysis. (Catherine Cooper, Advisor & Dissertation Co-Chair.)

Current position: Assistant Professor of Psychology, University of Houston Downtown
E-mail: toni418@gmail.com

Co-Authored Work:
        Wilson, A. R., & Leaper, C. (2023). Do ethnic-racial identity dimensions moderate the relations of outgroup discrimination and ingroup marginalization to self-esteem in Black and Latinx undergraduates? Race & Social Problems, 15, 444-459. .
     Wilson, A. R., & Leaper, C. (2016). Bridging multidimensional models of ethnic-racial and gender identity among ethnically diverse emerging adults. Journal of Youth & Adolescence, 45, 1614-1637. 

B.A., Knox College
M.S., University of California, Santa Cruz
Ph.D., University of California, Santa Cruz
NSF Postdoctoral Scholar, University of California, Irvine
Dissertation: "That's not me': STEM stereotypes, self-concepts, and motivation."

Current position: Assistant Professor of Educational Psychology, University of Wisconsin-Madison
Web page: LINK. 
E-mail: starr3@wisc.edu

B.A., Rider University
M.Ed., Pennsylvania State University
M.A., New York University
M.S., University of California, Santa Cruz
Ph.D., University of California, Santa Cruz
Dissertation: "Testing the Moderation of Gender-Typed Media Effects in Preschool-Age Children."

Current position: Education & Community Manager, CreaTV
E-mail: Abby.Walsh@creatvsj.org

Research interests: representations of gender, sexuality, and ethnicity/race in children's media

Co-authored work:
• Walsh, A., & Leaper, C. (2020). A content analysis of gender representations in preschool children’s television. Mass Communication & Society, 23(3), 331-355.

B.A., Cal Poly, San Luis Obispo 
M.S., University of California, Santa Cruz
Ph.D., University of California, Santa Cruz
Dissertation: Investigating children's science motivation beliefs as participants in a science fair: The role of parents, child gender, and science domain. 

Current positions: Assistant Professor of Human Development & Family Science, California State University at Monterey Bay. Research Associate in Psychology, University of California, Santa Cruz.

E-mail: tshirefley@csumb.edu

Research interests: Gender and STEM motivation in children; family and school contexts. 

Co-authored work:
    •  Shirefley, T. A., & Leaper, C. (2022). Mothers' and fathers' science-related talk with daughters and sons while reading books on life and physical science. Frontiers in Psychology, 12, 813572.  

Dr. Shirefley additionally co-authored papers with Professor Callanan as a graduate student. 

Graduate Student Awards

• New Gen Learning Graduate Student Researcher (2022)