Research Projects

We’re always working on a dozen or so projects at any given time — here’s a look at some of the most interesting ones we have going on now!

College Students’ Attitudes About Gender Typicality and Sexual Orientation

Previous research has shown that individuals’ gender typicality and sexual orientation are unique predictors of experiencing gender-based harassment (Gordon & Meyer, 2007; Li, Pollitt, & Russell, 2015; Rieger & Savin-Williams, 2012). Less work has examined gender typicality and sexual orientation as unique predictors of perpetrating gender-based harassment, and this work has focused primarily on adolescents (Horn, 2007; Horn & Heinze, 2019). To address this gap, the current study assesses college students’ attitudes towards hypothetical peers who differ in sexual orientation and gender typicality. 

Previous research has shown that by middle school, adolescents actively endorse sexualized gender stereotypes (SGS; Brown, 2019; Ward, 2002). These stereotypes depict women as sex objects (WSO) and men as sex-focused (MSF), and endorsement of these stereotypes is associated with lowered academic efficacy for girls as well as increased perpetration of sexual harassment (Brown, 2019; Jewell, Brown, & Perry, 2015). Previous work has primarily examined the effects of SGS endorsement and has not examined the factors that predict SGS endorsement. To address this gap, the current study focuses on whether (a) individual differences in gender typicality, (b) family composition (# of brothers/sisters), (c) media socialization, as determined by the consumption of music videos, and (d) perceptions of peer acceptance of sexual harassment predict sexualized gender stereotype endorsement among boys and girls.

Predictors of Sexualized Gender Stereotypes in
Middle School

Body Positivity and Sexualization

Stereotypes of sexualized thin women have been well established in the literature and sexualized women are perceived as less intelligent, kind, and even less human than non-sexualized women (APA, 2007; Fox & Bailenson, 2009; Fox, Ralston, Cooper, & Jones, 2015; Stone, Brown, & Jewell, 2015). Most of this research only investigated stereotypes of thin sexualized women, as they are the most common in our culture. However, in the last decade the Body Positivity Movement has sought to expand what is considered beautiful and advocates for acceptance of all bodies. Many visual representations of this movement include plus-sized women wearing sexualized clothing, as a way to embrace their body. Previous research in our lab also found that stereotypes applied to sexualized women seem to depend on the body size of the women, such that thin sexualized women are stereotyped differently than plus-size sexualized women (Biefeld, Stone, & Brown, under review). This project seeks to replicate and extend our previous findings by investigating perceptions and stereotypes of sexualized thin and sexualized plus-sized women.

In the United States children of color, especially Black boys, receive more out of school punishments, are punished more frequently, and are punished for more subjective behaviors, than their White peers (Skiba, Michael, Nardo, & Peterson, 2002). This disproportionate discipline begins as early as pre-school, and continues throughout elementary, middle, and high school (Gregory & Fergus, 2017). This phenomenon is well documented and dates back many decades; however, little is known about younger children’s perceptions of disproportionate discipline. This study aims to investigate elementary age children’s perceptions of disproportionate discipline and the role of cognitive development in their perceptions.

Children’s Understanding of Racial Bias in Classroom Discipline