Abstract
Empirical evidence and theory frequently present conflicting observations about what, if any, role gender plays in negotiation. The author reviews the history of theory development on gender and negotiation, and suggests that the differing opinions present opportunities for a negotiation teacher. She offers a series of prescriptions on how to make the subject of gender integral to the negotiation class. Among the techniques she describes is the use of videotape to combat the “lie” that sex is necessarily a determinant of the way one views or behaves in negotiation.
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