Campbell Leaper
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Campbell Leaper is a developmental and social psychologist who investigates gender and sexism during development. His research program investigates the social-interactive contexts that create gender divisions in people’s lives from childhood into adulthood—and perpetuate systemic gender inequalities in society. Professor Leaper's research projects have variously examined: sexist attitudes in relationships; gender-based discrimination and academic motivation; ethnic-racial identity and gender attitudes; and gender-related variations in communication in family and peer contexts.
Professor Leaper is a fellow of the Association for Psychological Science, a fellow of the Society for Personality and Social Psychology, a member of the Society for Research in Child Development, and a member of the Society for Research on Adolescence. Also, he is the recipient of the Golden Apple Teaching Award and the Martin Chemers Award for Outstanding Research.
Primary Interests:
- Attitudes and Beliefs
- Close Relationships
- Communication, Language
- Culture and Ethnicity
- Gender Psychology
- Interpersonal Processes
- Prejudice and Stereotyping
- Self and Identity
- Social Cognition
Research Group or Laboratory:
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Journal Articles:
- Bigler, R. S., & Leaper, C. (2015). Gendered language: Psychological principles, Evolving practices, and inclusive policies. Policy Insights from Behavioral and Brain Sciences. 2, 187-194.
- Brown, C. S., & Leaper, C. (2010). Latina and European American girls' experiences with academic sexism and their self-concepts in mathematics and science during adolescence. Sex Roles, 63, 860-870.
- 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.
- Gutierrez, B. C., & Leaper, C. (2024). Linking ambivalent sexism to violence-against-women attitudes and behaviors: A three-level meta-analytic review. Sexuality & Culture, 28, 851-882.
- Gutierrez, B. C., & Leaper, C. (2022). Reconstructing culture: A latent profile analysis of Mexican-heritage young women's cultural practices, gender values, and ethnic identity. Cultural Diversity & Ethnic Minority Psychology, 28(2), 259-270.
- Gutierrez, B. S., Halim, M. L. D., & Leaper, C. (2022). Variations in recalled familial messages about gender in relation to emerging adults’ gender, ethnic background, and current gender attitudes. Journal of Family Studies, 28, 150-183.
- Leaper, C. (2019). Young adults' conversational strategies during negotiation and self-disclosure in same-gender and mixed-gender friendships. Sex Roles, 81, 561-575.
- Leaper, C., & Arias, D. M. (2011). College women's feminist identity: A multidimensional analysis with implications for coping with sexism. Sex Roles, 64, 475-490.
- Leaper, C., & Ayres, 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.
- Leaper, C., & Brown, C. S. (2008). Perceived experiences with sexism among adolescent girls. Child Development, 79, 685-704.
- 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 of Men & Masculinity, 20(4), 603-611.
- 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., & 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.
- Leaper, C., & Smith, T. E. (2004). A meta-analytic review of gender variations in children's language use: Talkativeness, affiliative speech, and assertive speech. Developmental Psychology, 40, 993-1027.
- Leaper, C., & Starr, C. R. (2019). Helping or hindering undergraduate women's STEM motivation: Experiences with STEM support, STEM-related gender bias, and sexual harassment. Psychology of Women Quarterly, 43(2), 165-183.
- Leaper, C., & Van, S. (2008). Masculinity ideology, covert sexism, and perceived gender typicality in relation to young men’s academic motivation and choices in college. Psychology of Men & Masculinity, 9, 139-153.
- 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
- Shirefley, T. A., & Leaper, C. (2022). Mothers' and fathers' science-related talk with daughters and sons while reading life and physical science books. Frontiers in Psychology, 12, 813572.
- Starr, C. R., Hunter, L., Dunkin, R., Honig, S., Palomino, R., & Leaper, C. (2020). Engaging in science practices in classrooms predicts increases in undergraduates’ STEM motivation, identity, and achievement: A short-term longitudinal study. Journal of Research in Science Teaching, 57, 1093-1118.
- Starr, C. R., & Leaper, C. (2024). That’s not me: (Dis)cordanance between pSTEM stereotypes and self-concepts predicts high school students’ pSTEM identity. Social Psychology of Education. 27, 1161-1192.
- Starr, C. R., & Leaper, C. (2023). Undergraduates’ pSTEM identity and motivation in relation to gender- and race-based perceived representation, stereotyped beliefs, and implicit associations. Group Processes & Intergroup Relations, 26, 1774-1800.
- Tenenbaum, H. R., & Leaper, C. (2003). Parent-child conversations about science: The socialization of gender inequities? Developmental Psychology, 39, 34-47.
- Walsh, A., & Leaper, C. (2020). A content analysis of gender representations in preschool children’s television. Mass Communication & Society, 23(3), 331-355.
- Wilson, A., & Leaper, C. (2016). Bridging multidimensional of ethnic-racial and gender identity among ethnically diverse emerging adults. Journal of Youth & Adolescence, 45, 1614-1637.
- 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.
Other Publications:
- Farkas, T., & Leaper, C. (2016). 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. (2015). Gender and social-cognitive development. In R. M. Lerner (Series Ed.), L. S. Liben & U. Muller (Vol. Eds.), Handbook of child psychology and developmental science (7th ed.), Vol. 2: Cognitive processes (pp. 806-853). New York: Wiley.
- Leaper, C. (2014). Gender similarities and differences in language. In T. Holtgraves (Ed.), Oxford handbook of language and social psychology (pp. 62-81). Oxford University Press.
- Leaper, C. (2011). More similarities than differences in contemporary theories of social development? A plea for theory bridging. In J. B. Benson (Ed.), Advances in child development and behavior. (pp. 337-378). San Diego, CA: Elsevier.
Courses Taught:
- Advanced Research in Developmental Psychology
- Gender and Development
- Introduction to Psychology
- Proseminar: Social and Personality Development
- Psychology of Gender
- Research Methods
- Social and Emotional Development
- Social Psychology of Sex and Gender
Campbell Leaper
Department of Psychology, Social Sciences 2, Room 277
University of California at Santa Cruz
1156 High Street
Santa Cruz, California 95064
United States of America
- Phone: (831) 459-4496
- Fax: (831) 459-3519
