Women,girls, and computers: A first look at the evidence

The articles in this special issue present the first empirical evidence regarding the determinants and cognitive consequences of sex-related differences in computer use by adults and children. Results indicate that males use computers more than females for programming and game-playing, but not more for other computer applications, and that cognitive effects are similar for both sexes.     

Female motive to avoid success

This study interprets female “motive to avoid success” as a normative response to social deviancy. It examines the responses of males and females to a TAT-type verbal cue regarding a female actor's success at an activity depicted as either typical for both sexes or deviant for women. When the activity is described as typical for both sexes, no sex differences in the incidence of reported “motive to avoid success” appear; reports of the “motive” are few. When the activity is described as typical for males but deviant for females, a higher percentage of men than women report negative consequences for female success.     

Women as managers: Toward second generation research

A review of women in management research indicates that most studies are concerned with theoretical issues and their implications. This article asserts that the current position of women in management is unstable and might be greatly assisted by an increase in action-oriented research. Such second generation studies can build on the theoretical work, but focus most importantly on the needs of present and potential women managers, investigating the means by which their success may be brought about. Specific research suggestions are offered concerning investigation of the relative task effectiveness of women and men, the career strategies most useful for women managers, the validation of specialized training programs for women, and the institutional qualities most favorable to women.     

Reshaping the social order: The case of gender segregation

An experimental study of gender segregation in 38 fourth- and fifth-grade classrooms was conducted. Teachers in the experimental condition were encouraged to utilize small, mixed-sex instructional groups to promote gender integration and the reduction of gender stereotypes. Students in experimental classrooms engaged in more cross-sex interactions than students in control classrooms, and boys in experimental classrooms had greater preference for working in cross-sex groups; there were no experimental effects, however, for girls' preferences for working in cross-sex groups, and all students rated same-sex classmates more positively than cross-sex classmates, with no treatment effect on the ratings. Implications for gender segregation in the labor force are discussed.