Adolescent girls and leadership: the impact of confidence, competition, and failure

Archard, Nicole

doi:10.1080/02673843.2011.649431

Cited by 13 publications

(9 citation statements)

References 31 publications

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“…Based on their choice of words and expressions, girls in general seemed less confident of their opinions, beliefs, and self-esteem compared with boys, a notion that is also present in previous literature (Archard, 2012; Herbert & Stipek, 2005; OECD, 2015; Watt, 2010). Boys and girls also voiced similar views about gender differences in subject and career choices.…”

Section: Discussionsupporting

confidence: 59%

Students’ Beliefs About the Nature of Intelligence (Mindset)

Kraker-Pauw

Wesel

Krabbendam

et al. 2020

Journal of Adolescent Research

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Important adolescents’ career-related decisions might be influenced by their beliefs about malleability of intelligence and learning (mindset). We combined quantitative and qualitative data to provide in-depth insights in the beliefs that 13- and 14-year olds hold about learning and intelligence, the factors influencing these beliefs, and the consequences of these beliefs in relation to classroom behavior and study choices. To establish students’ mindsets quantitatively, we categorized theory of intelligence (TOI) questionnaire averaged scores into three levels: entity, intermediate, or incremental mindsets, to provide insight into the distribution of the different mindset types in our sample ( N = 492). The results of this quantitative study show that more than half of the students believed intelligence is “fixed” (entity mindset), these data showed no effect of gender. To gain more in-depth insight in the views of these students, focus groups about mindset and its influences and consequences were held in a subsample ( n = 176). The qualitative data provide more nuanced insights, for example, they reveal subtle gender differences regarding effort beliefs and motivation. Integrated discussion of the quantitative and qualitative results demonstrates that this multimethod approach reflects the complexity of the concept mindset better than only the widely used TOI questionnaire.

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Section: Discussionsupporting

confidence: 59%

Students’ Beliefs About the Nature of Intelligence (Mindset)

Kraker-Pauw

Wesel

Krabbendam

et al. 2020

Journal of Adolescent Research

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“…Amabile has suggested that people are most creative when they feel an intrinsic motivation, i.e. when they are moved by the interest and satisfaction of the work itself (Amabile, 2019 [22]). On the contrary, developing creativity can be hindered by educational conditions that encourage extrinsic motivation only, such as rewards, punishments or social comparison (Koestner et al, 1984[23]).…”

Section: Addressing Boredommentioning

confidence: 99%

How do girls and boys feel when developing creativity and critical thinking?

2022

OECD Education Spotlights

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Do girls and boys report different feelings during teaching and learning for creativity and critical thinking? This document highlights differences between the emotions reported by male and female secondary students in a project about fostering creativity and critical thinking run by the Centre for Educational Research and Innovation at the OECD. We explore data from 10 271 secondary school students in 184 schools in 9 countries and draw implications for classroom and system level attempts to embed creativity and critical thinking in education.The emotions associated with learning can lead to different experiences and perceptions of creativity and critical thinking and affect students' skills development. The information provided here aims to help educators provide more customised support to boys and girls navigating different emotional experiences, and so support equitable outcomes when developing creativity and critical thinking.The importance of well-being in all aspects of children's lives is increasingly recognised internationally. Reflecting this, the OECD released a conceptual framework for measuring child well-being in 2021. The report points to a lack of cross-national data on adolescent conceptions of their own emotional well-being, despite a long-established connection between social and emotional well-being and the formation of educational attitudes, behaviours, aspirations, and attainment (OECD, 2021[1]).While there is a general need for more data on children's emotional well-being in school, data on the emotions they associate with the development of key 21st century skills such as creativity and critical thinking are particularly scarce. Given the connection between emotional well-being and attainment, teachers, institutions, and systems wanting to foster students' skills can benefit from better understanding the role of emotions in the development of skills, including differences in the emotions experienced and expressed across different groups of students.In this context, this document addresses a number of significant differences in data concerning the selfreported emotions of girls and boys involved in an international project on fostering and assessing creativity and critical thinking in education, run by the OECD Centre for Educational Research and Innovation (CERI).

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“…This expectation becomes more pronounced as they reach leadership positions (Herrera et al, 2012). However, girls at times lack self-esteem, and their ability to enact leadership is compromised (Archard, 2012). Despite their highly competitive nature and educational successes, girls perceive lack of esteem as an important flaw in their capacity to become leaders (Baker, 2010).…”

Section: Esteemmentioning

confidence: 99%

“…However, Archard (2012) found that girls, at times, lack confidence in themselves and their ability to enact leadership. Despite their highly competitive nature and educational successes, girls perceive lack of confidence as an important flaw in their capacity to become leaders (Baker, 2010).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Researchers have found the impact on females participating in leadership with regards to hegemonic masculinity (Bacchi, 2009) and patriarchy (Scott-Samuel et al, 2015), in contributing to negative attitudes and behaviours of females as well as influencing men's beliefs steadfastly maintaining that women are less intelligent than men (Archard, 2012). In Kenya, traditional perceptions of women as inferior to men prevail as many people uphold cultural practices which enhance the subordination of women.…”

Section: Literature Reviewmentioning

confidence: 99%

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Critical Reflection on the Nature of Campus Female Students’ Aspiration for Leadership Positions

Namaganda¹,

Kimoga²

2018

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The nature of aspiration for leadership is a necessary reflector of democracy, equality and equity is any situation. Although leadership in itself has intrinsic and extrinsic benefits to the leader and the led, there are many distractors to attaining it. Much research has been carried out in Western and Asian contexts on male dominance in leadership but less on-campus male dominance as reflected in the nature of female aspiration for leadership. This study sought to explore how the nature of campus female students' leadership aspirations results from the dominant male presence in the context. Using an institution in developing countries and drawing on the semistructured interviews to access female students' voices on their leadership aspirations, the study finds and concludes that females are internally and externally disadvantaged through complexity, esteem, and strength. The study recommends institutions to formulate policies strategies and practices that promote and foster female integrated cultures; provide appropriate emotional support and mentorship, and develop a leadership framework that closes the gender numeric and financial gap.

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Adolescent girls and leadership: the impact of confidence, competition, and failure

Cited by 13 publications

References 31 publications

Students’ Beliefs About the Nature of Intelligence (Mindset)

Students’ Beliefs About the Nature of Intelligence (Mindset)

How do girls and boys feel when developing creativity and critical thinking?

Critical Reflection on the Nature of Campus Female Students’ Aspiration for Leadership Positions

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