Create a Supportive Environment. The women In my department, who arrived before I did, helped to make it a better department for those women who were hired later. I hope that I did the same for those who came after me. A work environment that fosters cooperative interactions, focuses on success for everyone, regardless of their job, and is flexible in response to family and other life demands, is a better place for everyone to work. Parents can form groups that share child care, work assignments can be rotated so that everyone can leave early on some days, and work schedules can be arranged in a way that accommodates the multiple demands from multiple roles that women and men face.
A central focus in my work as an academic psychologist is the important role my students play in my life. They raise enough good questions about psychology to keep any research psychologist busy for several lifetimes. The original impetus for my decades of work in understanding sex differences in cognitive abilities came from the students in my classes on the psychology of women and cognitive psychology. The questions of similarities and differences in female and male cognitive abilities came up in both classes. I wanted to create a meaningful context for the study of social and physiological factors and their joint actions, while also understanding the political ramifications of studying such a controversial topic. I owe so much to the many superb students who have shared my passion for psychology with me. I hope that some will chose to join with me in a lifelong pursuit of psychological questions and answers.
Halpern, D. E (2000). Sex differences in cognitive abilities(3rd ed.). Mahwah, NJ: Lawrence Erlbaum, Associates.
Halpern, D. E (1997). Sex differences in intelligence: Implications for education. American Psychologist, 52, 1091–1102.
Halpern, D. E, & Voiskounsky, A. (Eds.). (1997). States of mind: American and post-Soviet perspectives on contemporary issues in psychology. NY: Oxford University Press.
Halpern, D. E (1994). A national assessment of critical thinking skills in adults: Taking steps toward the goal. In A. Greenwood (Ed.), The national assessment of college student learning: Identification of the skills to be taught, learned, and assessed(pp. 24–64). Washington, DC: U.S. Department of Education, National Center for Education Statistics.