1. Attracting Women To Leadership: The Role of Contesting Gender Stereotypes Carola Leicht 1 Georgina Randsley de Moura 1 Richard J. Crisp 2 1 School of Psychology, Centre for the Study of Group Processes, University of Kent 2 Aston Business School Workshop: Changing gender roles in work and family life 1.April 2016 Session 2: Women in Leadership

4. 1. Psychological Variables related to career: Self esteem/self-views Professional identity Inspiration motivation Aspiration 2. Affect behaviours related to career: Job learning Pro-active career behaviours Career Choice 3. Buffer negative effects being in a male dominated field: Reduce Stereotype Threat Increase performance in leadership related tasks

5. Subtyping to prevent stereotype change Attainability negative self evaluations Reduced leadership aspirations and beliefs

6. Attraction to Leadership Roles Interest in Gender incongruent domains Subtyping Attainability + -

7. Attraction to Leadership Roles Interest in Gender incongruent domains Subtyping Attainability + -

8. Subtyping Attainability Identification Contesting Gender Stereotypes Depicting women in gender incongruent way increase leadership aspiration (Simon & Hoyt, 2012) Counter-stereotypic behaviour of fathers increases daughters ( 7 – 13) interest in non- domestic professions (Croft et al., 2014) Identification with Role Model increases counter-stereotypic thinking (Hoyt & Simon, 2011) Exposure to counter- stereotypic individual (female mechanic) reduces biases in leadership choices (Leicht et al., 2014)

9. Subtyping Attainability Identification Contesting Gender Stereotypes Gender Leadership Stereotypes Heuristic Information Processing - - neutral increase reduce

10. Subtyping Attainability Identification Contesting Gender Stereotypes Gender & Leadership Stereotypes Heuristic Information Processing - - Gender Stereotypic Leadership Associations - -

11. Subtyping Attainability Identification Contesting Gender Stereotypes Gender & Leadership Stereotypes Heuristic Information Processing - - Gender Stereotypic Leadership Associations Attraction to Leadership Roles Interest in Gender in- congruent domains Positive Effect Negative Effect Moderation Effect

12. Boundaries/Moderators: Individual Differences  Dual Group Identification: Gender and Feminism  Attention to stereotypic or counter-stereotypic information affects leadership aspirations of women differently depending on how these identities are combined (Leicht et al., in prep) Identification: Gender Identification & Feminist Identification could affect: Reaction to role model ( = which path) Reaction to individuals contesting gender stereotypes Strength of stereotypes and leadership stereotypes Individual preferences in social cognitive processing tendencies Need for Structure/Closure etc. affects how individuals process counter-stereotypic information Beliefs in: Gender Roles Gender System Justification Gender Essentialism Reaction to role model ( = which path) Reaction to individuals contesting gender stereotypes Strength of stereotypes and leadership stereotypes

13. Boundaries/Moderators: Individual Differences Identification: Gender Feminist Belief in: Social Roles Gender System Justification Gender Essentialism Social Cognitive Processing Tendencies (PNS/NFCC) Positive Effect Negative Effect Moderation Effect

14. Boundaries: The Real World Science Communication: Men are from Mars, Women are from Venus Social Roles and Policy: Paternal Policies contribute to persistent social role distributions and slow/no change in gender stereotypes Media and Culture: Gender Stereotypes are EVERYWHERE: TV, Movies, picture books, school books, elementary novels, teenage TV shows, games, magazines…. The Role of Men: Limited research How do women view the Role of Men?

15. What if….Real World Examples 2011: complete assessment of their programme Grading Behaviour inside and outside the classroom Goal: Challenge and Contest overt and subtle Sexism amongst students and staff 2013: Reduced Gender Differences in Grades Norway, Finland and Sweden: Most gender egalitarian paternity policies Highest measures on quality of life index => Coincidence? Harvard Business School

16. Conclusions Re-focus attention in role model literature on HOW Role Models can achieve positive results:  What are the underlying processes?  What is the role of gender stereotype?  How can gender stereotypes be contested via role models? Consequence:  Provide insights in how perceptual biases/self biases can be attenuated  Take away responsibility of should/should not’s Future Research:  Take into account individual differences  Try to overcome societal barriers  Explore the Role of Men

17. Subtyping Attainability Identification Contesting Gender Stereotypes Gender & Leadership Stereotypes Heuristic Information Processing - - Gender Stereotypic Leadership Associations Attraction to Leadership Roles Interest in Gender in- congruent domains Identification: Gender Feminist Belief in: Social Roles Gender System Justification Gender Essentialism Positive Effect Negative Effect Moderation Effect Social Cognitive Processing Tendencies (PNS/NFCC)