Sex and Gender: Student Projects and Exercises, 2/e, is an online workbook designed to supplement introductory texts in sex and gender. The twelve chapters reflect the topical organization of most texts and are representative of most areas of research in the field. Each chapter consists of activities that require students to engage in critical thinking about theoretical constructs and issues, as well as empirical research. An important focus of this workbook is the manner in which race, ethnicity, social class, and sexual orientation interact in the social construction of gender.

Student Exploration projects require students to conduct observations, collect data, and review their results within the context of research and theory. In some cases, students replicate classic experiments in the field and critically evaluate their results. Autobiographical Reflections exercises that involve self-reflection and application of the course material to students' experiences are also included. Online Activities have been added to this edition of the workbook. In every instance, students are encouraged to engage in active learning about sex and gender.

I would like to thank a number of people who assisted me on this project. The staff at the University of Redlands Armacost Library , especially Sandi Richey, worked diligently to help me research sources, obtain copyright information, and simply attend to details. I also would like to thank the students in my Psychology of Gender classes at the University of Redlands , who have provided ideas, inspiration, and feedback over the course of many semesters. Special thanks are due to Kirsten Stoller, who with the help of her editorial staff at McGraw-Hill, provided assistance and support during all phases of the project. The following reviewers provided helpful comments, suggestions, and guidance along the way: Mary Crawford, University of Connecticut; Patricia L. N. Donat, Mississippi University for Women; Angela R. Gillem, Arcadia University; C. Lee Harrington, Miami University (Ohio); Hannah Lerman, private practice; Hilary M. Lips, Radford University; Cynthia L. Miller, State University of New York at Oneonta; Julie K. Noram, Wellesley College; Cynthia Poe, Belleville Area College; Cheryl Rappsilber, Amarillo College; Candace Rypisi, Colorado State University; Geraldine Butts Stahly, California State University-San Bernardino; and Sandra S. Tangri, Howard University.

Cheryl A. Rickabaugh