Campbell Leaper
  • Title
    • Distinguished Professor
  • Division Social Sciences Division
  • Department
    • Psychology Department
  • Affiliations Feminist Studies Department, College Nine, College Ten, Cowell College
  • Phone
    831-459-5084 (message), 831-459-4496
  • Email
  • Fax
  • Website
  • Office Location
    • Social Sciences 2, 355
  • Office Hours By appointment
  • Mail Stop Psychology Faculty Services
  • Faculty Areas of Expertise Sexism and Gender Bias, Child and Adolescent Development, Psychology, Discrimination and Inequality, Schools and Academic Achievement, Science Education, Peer Groups and Friendships, Television, Sociolinguistics, Gender Studies
  • Courses Psych 100: Research Methods in Psychology, Psych 106: Social and Emotional Development, Psych 107: Gender and Development, Psych 140Q: Social Psychology of Sex and Gender, Psych 244B: Proseminar 2: Social and Personality Development, Psych 254: Psychology of Gender

Research Interests

Campbell Leaper is a developmental and social psychologist investigating the origins and consequences of gender inequities across the lifespan. Some of his research topics include the following: social construction and socialization of gender in childhood, adolescence, and adulthood; self-concept and social identity; language and social interaction; social relationships, gender bias in the schools and academic achievement (including STEM fields); images of gender in the media; perceptions and consequences of sexism.

See Professor Leaper's personal web page for more information.

Biography, Education and Training

Ph.D., University of California, Los Angeles
B.A., Boston University

Selected Publications

  •      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.  https://doi.org/10.1177/0361684318806302
  •      Leaper, C. & Brown, C. S. (2018). Sexism in childhood and adolescence: Recent trends and advances in research. Child Development Perspectives, 12, 10-15. https://onlinelibrary.wiley.com/doi/full/10.1111/cdep.12247
  •      Leaper, C., & Bigler, R. S. (2018). Societal causes and consequences of gender-typing of children's toys. In E. S. Weisgram & L. M. Dinella (Eds.), Gender-typing of children’s toys: How early play experiences impact development (pp. 287-308). Washington, DC: American Psychological Association. http://dx.doi.org/10.1037/0000077-013
  •      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. http://DOI 10.1007/s11199-015-0556-z
  •      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. http://link.springer.com/article/10.1007%2Fs10964-015-0323-z
  •      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. http://doi: 10.1177/2372732215600452
  •      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., & Brown, C. S. (2015). Sexism in schools. In L. S. Liben & R. S. Bigler (Eds.), Advances in child development and behavior (pp. 189-223). San Diego, CA: Elsevier. http://doi:10.1016/bs.acdb.2014.04.001
  •      Leaper, C. (2014). Gender similarities and differences in language. In T. Holtgraves (Ed.), Oxford handbook of language and social psychology (pp. 62-81). New York: Oxford University Press. http://doi:http://dx.doi.org/10.1093/oxfordhb/9780199838639.013.002
  •      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.http://doi:http://dx.doi.org/10.1177/0743558412447871