LAUSR

other identifiable elements in human lives, but deliberately and systematically focuses on ‘gender socialization’, in the interests of coherence and clarity (p. 3). Her work largely transcends both its geographical and cultural location and its focus on specifically ‘church’ leadership, and we may well suspect that we all may benefit from attending to what she has to offer, whatever the multiplicity of other possible differences in our experience. The first chapter focuses on ‘gendered socialization’ in childhood – in particular, who does what at home, differing expectations in school and formal education, language and media, such that we hardly notice one sex being depicted as ‘vulnerable, helpless, and needy’ and the other as ‘brave, accomplished, and heroic’, as if these depictions are not profoundly problematic for both. Each chapter concludes with a ‘Table summary’ that assists in drawing attention to the point of what has been said: in this first case, the ‘childhood’ messages with which children are burdened as they move into adolescence. The second chapter examines what counts as ‘academic achievement’, complicated by the slither from aspiration to preoccupation with attracting the opposite sex, primarily in the case of girls, who may learn much to their disadvantage. The bulk of this chapter is concerned with ‘identity formation’ (or a lack of it) – differing modes of moral reasoning and decision making, and the valuation of self-sacrifice as compared with accomplishment. The author then examines ‘adulthood’ and disparity between the expectations of men and women, ‘resulting in each of them focussing more on his achievement than on hers’ (p. 54). This is illustrated in the following chapter through the lives of two fictional people. At this point, Susan Harris Howell offers resources for change – ‘Creating more accurate self-perceptions’ – which makes it clear that engagement with trustworthy others is crucial to identifying inaccurate misperceptions of oneself. Working through this book in a group would be a good place to begin. It may be particularly helpful to learn about the ‘cognitive-behavioral approach to change’, how to acquire some ‘techniques’ to support such change, and, if need be, find a therapist; these elements will differ from culture to culture, and will require some attention in different cultures. Advice on building a support system and on making changes to benefit others is especially helpful, and both may be fostered by reading the ‘Discussion guide’, which explores resources for networking. What difference all this might make to ‘leadership’, however, is yet to be discerned.