"Not All Scientists are Constructed Equal: Content Analysis of Social Scientists in Public Media"

Drawing on content analysis of 1,790 articles that cite women and men social scientists, I find that even in academic fields in which women are well- or over-represented and even among nationally renowned social scientists with commensurate credentials, women are portrayed as less-scientific and less-professional.

This is an ongoing research.

“Who Speaks and Who Listens: Revisiting the Chilly Climate in College Classrooms”

Drawing on 95 hours of participant observation of college classrooms, I examined gendered classroom participation patterns. I find that, on average, men students speak 1.6 times more than women students in classrooms. Even with national statistics showing that boys and men are “in crisis” in education, gender inequalities persist in daily social interactions.

This article is published in Gender & Society

“Gender, Leadership Aspirations, and Student-Faculty Interaction,”

Why do women enter college with impressive records yet graduate with lower aspirations for the future? I explore one possible mechanism – gendered types of student-faculty interaction – as one possible explanation to understand this paradox. Using individual-level survey data from the College Senior Survey, I find that men and women college students engage with their professors in similar ways in both the frequency of interaction as well as the types of interaction.

This manuscript is available here.

“’It’s Just My Personality.’: How Employees Make Sense of their Long Work Hours in a Supportive Workplace”

Do flexible workplace policies generate meaningful changes at the workplace to support women and mothers? We use a case study of an administrative unit at a public university in the United States that implemented flexible telework policies right before the pre-pandemic era. We find that even at a workplace with supportive resources, both men and women continued to overwork because they use personality as their cultural frames.

This paper is published in Community, Work, and Family.

“To Be or Not to Be: Examining the Distinction between Prescriptive and Proscriptive Parental Values”

How do gender and social class intersect to dictate what we value in children? We use a survey experiment to show what types of values (i.e., self-directional values versus conformity values) are prioritized in children depending on the child’s gender and social class. Despite prevalent beliefs that we hold different expectations for boys and girls, we find that respondents hold similar expectations. Instead, we discovered that the social class of the respondents played a substantial and significant role in the types of values they prioritize in children.

The manuscript is available here.

“Investigating Intersectionality: Content Analysis of Introductory Textbooks”

To what extent and in what ways is “intersectionality” discussed in introductory sociology textbooks? We conduct a content analysis of 24 recently published (2019 – 2024) textbooks. We find a notable increase in inclusions of intersectionality compared to previous decades. Yet, intersectionality is most often mentioned in chapters that discuss race and/or gender; and it is not positioned as a theoretical framework.

The manuscript is available here.