Does valuing androgyny and femininity lead to a female advantage? The relationship between gender-role, transformational leadership and identification

Kark, Ronit; Waismel-Manor, Ronit; Shamir, Boas

doi:10.1016/j.leaqua.2011.12.012

Cited by 194 publications

(179 citation statements)

References 83 publications

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“…In a stratified society, men view women as less capable of leading. Kark, Waismel-Manor and Shamir (2012) noted that if the society is biased against women, women's ability to see themselves as suitable for leadership is but a mirage. Coleman (2011) also noted that gendered attitude play a crucial role in women career progression and strongly support women's child care and domestic responsibility whereas men have been give the role of breadwinner (Bushra, 2014).…”

Section: Attitude Towards Women Leadershipmentioning

confidence: 99%

Women and Leadership in Mixed Secondary Schools in Kenya; Do Stakeholder’s Attitudes Matter?

Mberia

2017

IJSSR

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Leadership is a process whereby an individual influences a group of individuals to achieve a common goal (Northhouse, 2011). In time and space, women leadership remains a subject talked about but hardly appreciated (Wren, 2013). Among the factors contributing to poor representation of women in leadership is stakeholder's attitude (Coleman, 2005). The study sought to investigate stakeholder's attitudes impeding women teachers' ascension to leadership positions in mixed public secondary schools, focusing in Tharaka South SubCounty, Kenya. The study employed descriptive cross-sectional survey design utilizing both qualitative and quantitative methods of data collection. Probability and non-probability sampling techniques were used to arrive at the sample size. Data was collected from women classroom teachers, heads of departments, school principals, education officers, education trade unionists, Parents and Teachers Association officials and School Board of Management officials. Questionnaires, interview guide and focus group discussion guides were used to collect both qualitative and quantitative data. Data analysis was assisted by computer software (Statistical Package for Social Sciences for quantitative data and NVIVO for qualitative data). The study established that education stakeholders have a general negative attitude towards women leadership in schools.

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Section: Attitude Towards Women Leadershipmentioning

confidence: 99%

Women and Leadership in Mixed Secondary Schools in Kenya; Do Stakeholder’s Attitudes Matter?

Mberia

2017

IJSSR

View full text Add to dashboard Cite

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“…Women, being aware of their initially lower status compared to men as well as of social stereotypes allowing men to exhibit aggression more than to women (e.g. Heliman & Chen, 2005;Kark, Waismel-Manor, & Shamir, 2012), may forecast high costs in manifesting direct aggression and choose indirect acts instead.…”

Section: Discussionmentioning

confidence: 99%

Gender Profiles of Workplace Individual and Organizational Deviance

Chernyak‐Hai

Kim

Tziner

2018

Revista De Psicología Del Trabajo Y De Las Organizaciones

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“…The androgyny has also been linked with effective leadership as more integrative and flexible, and more appropriate for achieving high performance in todayís complex organizations (Kark, 2017). The fact that androgynous leaders were perceived by employees as better leaders and as ones that they identify with to a greater extent (Kark, Waismel-Manor, & Shamir, 2012) would also be extended to the context of education where school and university teachers would, possibly, be more or less deliberately assumed as the androgynous identity as to be more effective leaders for learning process and role models for their students.…”

Section: Androgyny: Concept and Contemporary Implications For Sustainmentioning

confidence: 99%

Gender Identity of Students and Teachers: Implications for a Sustainable Future

Badjanova

Pipere

Iliško

2017

Journal of Teacher Education for Sustainability

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Considering the gender identity as a crucial aspect of the culture that shapes our daily life and recognising the research gap on this topic in the context of sustainable education, the paper describes the quantitative cross-sectional study on gender identity of students and teachers comparing the respondents by their age and sex. Three age groups (106 female and 62 male) participated in the study: 18ñ19-years-old pupils from comprehensive and vocational schools (n=59), 20ñ15-years-old university students (n=52) and 24ñ64-years-old teachers working at respective schools and universities (n=57). The original Bem Sex Role Inventory was administered to measure the individual gender identity types of masculinity, femininity, and androgyny. The majority of respondents from all age and sex groups described themselves as androgynous. Male and university students featured the scattering of scores more toward masculinity, while the scores of female, pupils, and teachers were more inclined toward femininity. No statistically significant differences were found among the three age groups, while sex appeared to be more influential factor causing significant differences between male and female in terms of gender identity with maleís inclination toward masculinity and femaleís inclination toward femininity. Dominance of androgynous individuals challenges the current approaches to the gender education in the context of sustainable development.Keywords: gender identity, androgyny, masculinity, femininity, education for sustainable development Today it becomes self-evident that gender identities and gender relations are significantly connected with the cultural progress since they determine the daily life of each person, family, workplace, and wider community. At the same time, global changes, especially social and economic turbulences push the cultural values toward modification and variations, different interests intervening this process (Schalkwyk, 2000). In this paper we suggest the possibility of creative adaptation of gender analysis, advocated for over 20 years, to the educational issues related to sustainability. Gender stands for the socially determined difference of cultural norms and expectations linked to the biological differences between the sexes. These social constructions of gender vary in time and place and between the cultures (European Commission 2009, part 1.2.).

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Does valuing androgyny and femininity lead to a female advantage? The relationship between gender-role, transformational leadership and identification

Cited by 194 publications

References 83 publications

Women and Leadership in Mixed Secondary Schools in Kenya; Do Stakeholder’s Attitudes Matter?

Women and Leadership in Mixed Secondary Schools in Kenya; Do Stakeholder’s Attitudes Matter?

Gender Profiles of Workplace Individual and Organizational Deviance

Gender Identity of Students and Teachers: Implications for a Sustainable Future

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