Framed by Gender

By Cecilia L. Ridgeway. 2011

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In Social Sciences & Humanities

Citations in the corpus

Diagnosing Gender Bias in Image Recognition Systems (2020, background): “Following studies of gender, classification, and status inequalities (Ridgeway 2011, 2014; Ridgeway and Correll 2004) we suggest that image recognition systems reproduce the status inequalities and gender stereotypes at play in wider social structure.”
Negotiating the Gender Divide (2012, background): “As a result, men and women most often observe one another in organizational contexts that cause men to appear as higher status, agentic, and competent, while women appear as lower status, warm, and communal (Ridgeway, 2011).”
The Sound of Trust: Voice as a Measurement of Trust During Interactions with Embodied Conversational Agents (2013, background): “Similarly, Ridgeway (2009, 2011) points out how gender frames social interactions and perceptions.”
Men Set Their Own Cites High: Gender and Self-citation across Fields and over Time (2016, background): “Status expectations are particularly likely to operate in ambiguous contexts where evaluation criteria are subjective and loosely defined (Fox 2001; Ridgeway 2011)—such as those surrounding evaluations of the importance of an academic paper.”
The Geometry of Culture: Analyzing the Meanings of Class through Word Embeddings (2018, background): “Feminist scholars have shown how gender permeates class in the labor process (Hochschild 2012; Salzinger 2003), consumption patterns (Cohen 2003; Illouz 1997; Mears 2010), and the macro system of economic stratification (Cha and Weeden 2014; Gilman 1999; Ridgeway 2011).”
Why Should Women Get Less? Evidence on the Gender Pay Gap from Multifactorial Survey Experiments (2017, background): “…information about the person described in the vignettes provided no change in the gender bias, which clearly indicates that we do not have an informational bias (as the statistical discrimination argument would assume), but rather a cognitive bias, as status theories assume (Ridgeway 2011).”
How Can Women Escape the Compensation Negotiation Dilemma? Relational Accounts Are One Answer (2013, background): “Gender stereotypes stem from the social hierarchy between men and women within society (Eagly, 1987; Ridgeway, 2011).”
Hearing Gender: Voice-Based Gender Classification Processes and Transgender Health Inequality (2019, background): “…to inequality, as patterns of social stratification often correspond to categorical boundaries between social groups (Lamont and Molnár 2002; Ridgeway 2014), such as race/ethnicity (Massey 2007; Pager and Shepherd 2008; Wimmer 2013) and gender (Read and Gorman 2010; Ridgeway 1997, 2011).”
Overwork and the Persistence of Gender Segregation in Occupations (2013, background): “The causes of this slowed progress may be found in new sources of gender inequality created or reestablished by gender beliefs in contemporary institutions and organizations (Ridgeway 2011).”
“It Goes Hand in Hand with the Parties” (2014, background): “For theoretically grounded treatments of gender, hooking up, and young adult sexuality, see Armstrong and Hamilton (2013), Carpenter (2010), and Ridgeway (2011).”
Leaning Out: How Negative Recruitment Experiences Shape Women’s Decisions to Compete for Executive Roles (2017, background): “From a theoretical standpoint, it contributes to studies of gender inequality in career trajectories, which have identified differences in the jobs occupied by men and women as a key driver of career outcomes (Bertrand and Hallock, 2001; Ridgeway, 2011).”
The Consequences of the National Math and Science Performance Environment for Gender Differences in STEM Aspiration (2016, background): “…states theory and the closely related status characteristics and double standards theories (Correll 2004; Foschi 2000; Ridgeway and Correll 2004; Ridgeway 2011).2 Girls will be perceived by others and will perceive themselves to be less competent than boys who have the same level of objective…”
Why Status Matters for Inequality (2014, background): “This status-driven persistence dynamic does not mean gender inequality cannot be overcome, but it does suggest a constant struggle with uneven results (Ridgeway 2011).”
Evaluating Student Evaluations of Teaching: a Review of Measurement and Equity Bias in SETs and Recommendations for Ethical Reform (2021, background): “…or organized instructors across a range of institutional settings and research methodologies (Arbuckle & Williams, 2003; Abel & Meltzer, 2007; Boring et al., 2016; MacNell et al., 2015; McPherson et al., 2009; Mengel et al., 2018; Ridgeway, 2011; Sidanius & Crane, 1989; Wagner et al., 2016).”
Inside the Black Box of Organizational Life: The Gendered Language of Performance Assessment (2020, background): “This level of ambiguity (e.g., clear success metrics are lacking) generates an opportunity for sensemaking (Weick 1995), moving gender more into the foreground, and potentially biasing evaluations (Ridgeway 2011).”
Gender‐Role Ideology, Labor Market Institutions, and Post‐industrial Fertility (2016, background): “These asymmetries draw attention both to women’s changing roles and to the rigidity of cultural definitions of feminine and, in particular, masculine roles (Ridgeway 2009, 2011; Ridgeway and Correll 2004).”
Scaling Down Inequality: Rating Scales, Gender Bias, and the Architecture of Evaluation (2019, methodology): “We reran our regressions to focus on the period two years before and after the scale change—a fairly short time during which a radical transformation of student attitudes is unlikely, particularly given the durability of gender stereotypes (Ridgeway 2011).”