1. Gender, Diversity & Leadership
Foundations of Leadership Studies
4/12/2017
Gender, Diversity & Leadership
Lecture 1: Introduction to the Course

2. Foundations of Leadership Studies
4/12/2017
Outline
Stereotypes and Discrimination of Women Leaders
Assignment 3
Effects of Prejudice
Exercise:
Creating an Organization that Embraces Diversity
Return Exam
Lecture 1: Introduction to the Course

3. Foundations of Leadership Studies
4/12/2017
Role Congruity Theory
The descriptive and prescriptive aspects of the female gender stereotype are incongruent with the leadership role
That incongruity leads to prejudice against women leaders.
Lecture 1: Introduction to the Course

4. Foundations of Leadership Studies
4/12/2017
Stereotypes
Cognitive structures that influence the way individuals process information regarding groups & group members
Descriptive
Describe stereotypic beliefs about the attributes of women and men
Prescriptive
Prescribe how men and women should, or ought to, be
Lecture 1: Introduction to the Course

5. Descriptive Stereotypes
Foundations of Leadership Studies
4/12/2017
Descriptive Stereotypes
Men
Women
AGENTIC
Aggressive
Forceful
Independent
Decisive
COMMUNAL
Kind
Helpful
Sympathetic
Concerned for others
Lecture 1: Introduction to the Course

6. Prescriptive Stereotypes
Foundations of Leadership Studies
4/12/2017
Prescriptive Stereotypes
Individuals should conform to their stereotypic description, AND avoid stereotype-incompatible behaviors.
Ideal women and men are described in stereotypic terms
Women and men’s ideal selves are stereotypically differentiated
People hold stereotypically sex differentiated attitudes about the roles/responsibilities of women and men
Lecture 1: Introduction to the Course

7. Good Leadership is a Manly Business
Foundations of Leadership Studies
4/12/2017
Good Leadership is a Manly Business
…or so many think….
Role congruity theory maintains that the agentic qualities deemed necessary in the leadership role are incompatible with the predominantly communal qualities associated with women
Leadership prototypes are more congruent with male stereotypes than female stereotypes
Good managers are described predominantly by masculine attributes
Stereotypically male qualities are thought necessary to being a successful executive
Lecture 1: Introduction to the Course

8. Foundations of Leadership Studies
4/12/2017
Hewlett-Packard CEO
Carly Fiorina
Minority Leader
Nancy Pelosi.
Faces “cynics and doubters” who don’t believe a woman is capable of running Hewlett Packard
"There are some people here who probably don't want a woman as the No. 1. They are comfortable with women in the No. 2 position.“
–Legislative Aide, San Francisco Chronicle
Lecture 1: Introduction to the Course

9. Biases in the Perception and Evaluation of Women Leaders
Foundations of Leadership Studies
4/12/2017
Biases in the Perception and Evaluation of Women Leaders
Two competing expectations:
Those based on gender stereotypes and those based on leadership roles
Two forms of prejudice
These two forms of prejudice lead to
Less favorable attitudes toward female than male leaders
Greater difficulty for women to attain top leadership roles
Greater difficulty for these women to be viewed as effective in these roles
Lecture 1: Introduction to the Course

10. Biases in the Perception and Evaluation of Women Leaders
Foundations of Leadership Studies
4/12/2017
Biases in the Perception and Evaluation of Women Leaders
Empirical evidence:
Male politicians seen as better suited for pursuing the more agentic tasks of public policy
Female political leaders as more appropriately suited for more communal tasks
Women managers are rated as more different from successful middle managers than are male managers
Women are presumed to be less competent leaders than men and less worthy of leadership positions
Lecture 1: Introduction to the Course

11. Biases in the Perception and Evaluation of Women Leaders
Foundations of Leadership Studies
4/12/2017
Biases in the Perception and Evaluation of Women Leaders
More empirical evidence:
Male and female leaders are evaluated differently (Eagly, Makhijani, and Klonsky’s 1992 meta-analysis):
Male and female leaders are evaluated equally favorably when using a stereotypically feminine leadership style (democratic)
Female leaders were evaluated unfavorably when they used a stereotypically male leadership style (autocratic and directive)
Women were particularly devalued when the raters were men.
In sum, substantial empirical evidence reveals that stereotypes can significantly alter the perception and evaluation of female leaders
Lecture 1: Introduction to the Course

12. An Empirical Test of Role Congruity Theory
Foundations of Leadership Studies
4/12/2017
An Empirical Test of Role Congruity Theory
Assignment 3
Imagine that you are a researcher and your next project is to empirically test one aspect of role congruity theory. In one page or less, describe at least one testable hypothesis (that is, a specific testable proposition) that can be derived from role congruity theory. Additionally, discuss a specific way in which a researcher could feasibly go about testing your hypothesis.
Lecture 1: Introduction to the Course

13. Foundations of Leadership Studies
4/12/2017
Effects of Prejudice
Self-Fulfilling Prophecy
When stereotypes produce stereotype-confirming behavior
The expectations embedded in stereotypes can be a powerful guide to behavior, creating self-fulfilling prophecies
Person A’s Person A’s Person B’s Expectations Behaviors Behavior
Lecture 1: Introduction to the Course

14. Self-fulfilling Prophecy
Foundations of Leadership Studies
4/12/2017
Self-fulfilling Prophecy
Lecture 1: Introduction to the Course

15. Self-fulfilling Prophecy
Foundations of Leadership Studies
4/12/2017
Self-fulfilling Prophecy
Research example (Word et al., 1974)
Princeton students as interviewers
Differences in the way they acted to B and W applicants
Retrained to treat White students like Black students
Results:
White students who were treated as black students actually interviewed worse! Were reacted by outside observers as more nervous and less effective
Lecture 1: Introduction to the Course

16. Foundations of Leadership Studies
4/12/2017
Lecture 1: Introduction to the Course

17. Self-esteem of the Oppressed
Foundations of Leadership Studies
4/12/2017
Self-esteem of the Oppressed
Kenneth and Mamie Clark (1947).
Demonstrated that black children, as young as 3, rejected black dolls. Felt that white dolls were prettier and generally superior
Goldberg found similar results for gender
Women rated articles as superior if “written” by a man (John vs. Joan McKay)
Swim and others have shown that these tendencies have diminished over the years
Lecture 1: Introduction to the Course

18. Foundations of Leadership Studies
4/12/2017
Stereotype Threat
Stereotype Threat
Stereotyped group is aware of the stereotype
Creates apprehension, which interferes with performance
Research example (Steel and Aronson, 1994)
Difficult verbal test: Black and White Stanford students
Two conditions:
Testing intellectual ability
Task unrelated to intelligence
Results:
When task unrelated to intelligence: B & W performed equally well
When testing IQ= B poorer than W
Lecture 1: Introduction to the Course

19. Foundations of Leadership Studies
4/12/2017
Lecture 1: Introduction to the Course

20. Creating an Organization that Embraces Diversity
Foundations of Leadership Studies
4/12/2017
Creating an Organization that Embraces Diversity
Create an organization that addresses the six challenges to a successfully diversified organization identified by Morrison:
1) Prejudice
2) Poor career planning
3) Unsupportive work environment
4) Lack of organizational savvy
5) Greater comfort in dealing with one’s own kind
6) Difficulty in balancing career and family
Lecture 1: Introduction to the Course

21. Foundations of Leadership Studies
4/12/2017
Lecture 1: Introduction to the Course

22. Foundations of Leadership Studies
4/12/2017
Exam Return
Check exam for addition mistakes, if you find a mistake show me immediately so I can give you the points you deserve.
If you have concerns over the grading of a question, see me in my office hours with the class notes and/or text book in hand.
Do not show this exam to other people who may take this course, and do not put the exam in scoop files.
Lecture 1: Introduction to the Course