“…The domination of males leads to discrimination against females (Shakeshaft, 1993). Some males assume that certain gender roles are natural and normal (Hill, Miller, Benson & Handley 2016), while females are subjected to a patriarchal culture, where most of the responsibilities belong to males (Bush & West-Bumharn, 1994;Cundiff & Vescio, 2016;Gill & Arnold, 2015). As Hill, Miller, Benson & Handley (2016) show, whereas men are socialized to be confident, assertive, and self-promoting, cultural attitudes toward women as leaders continue to suggest to women that it is often inappropriate or undesirable to possess those characteristics.…”
Section: Gender and School Leadershipmentioning
confidence: 99%
“…Msila (2013) posits that women leaders do not always get the necessary support from the communities and usually have to prove their capability as leaders under trying conditions in the patriarchal society. There is much literature which shows that mistrust in women leadership is caused by a number of factors and these include tradition and culture (Cundiff & Vescio, 2016;Msila, 2013;Morley & Crossouard, 2016a). Lumby (2003) also contends that communities do not trust women to be appointed as school managers because school management is an important job which demands the seriousness they think only men could provide.…”
This study looked at leadership from a gender perspective in a rural context in South Africa. The study investigated the challenges faced by female school principals because of their gender in one rural district. Grounded in the qualitative paradigm and using the social realist theoretical analytical framework, a thematic approach was used in analysing qualitative data gathered through semi-structured interviews with ten female school principals. Findings showed that female school principals were not perceived as incompetent and unable by male colleagues only, but also by female staff colleagues as a result of an entrenched culture of male dominance. Among the challenges faced by female principals included: negative attitude from some parents and educators; being undermined because of their gender and lack of confidence on their side. The study recommends the mounting of gender awareness workshops with both parents and educators to sensitive them on gender equity issues. In addition the study calls for mentoring and networking workshops, in service training opportunities and role modelling to be given to female teachers who aspire to, and have potential in leadership so that these female teachers can feel empowered and see that they have the potential of being leaders.
“…The domination of males leads to discrimination against females (Shakeshaft, 1993). Some males assume that certain gender roles are natural and normal (Hill, Miller, Benson & Handley 2016), while females are subjected to a patriarchal culture, where most of the responsibilities belong to males (Bush & West-Bumharn, 1994;Cundiff & Vescio, 2016;Gill & Arnold, 2015). As Hill, Miller, Benson & Handley (2016) show, whereas men are socialized to be confident, assertive, and self-promoting, cultural attitudes toward women as leaders continue to suggest to women that it is often inappropriate or undesirable to possess those characteristics.…”
Section: Gender and School Leadershipmentioning
confidence: 99%
“…Msila (2013) posits that women leaders do not always get the necessary support from the communities and usually have to prove their capability as leaders under trying conditions in the patriarchal society. There is much literature which shows that mistrust in women leadership is caused by a number of factors and these include tradition and culture (Cundiff & Vescio, 2016;Msila, 2013;Morley & Crossouard, 2016a). Lumby (2003) also contends that communities do not trust women to be appointed as school managers because school management is an important job which demands the seriousness they think only men could provide.…”
This study looked at leadership from a gender perspective in a rural context in South Africa. The study investigated the challenges faced by female school principals because of their gender in one rural district. Grounded in the qualitative paradigm and using the social realist theoretical analytical framework, a thematic approach was used in analysing qualitative data gathered through semi-structured interviews with ten female school principals. Findings showed that female school principals were not perceived as incompetent and unable by male colleagues only, but also by female staff colleagues as a result of an entrenched culture of male dominance. Among the challenges faced by female principals included: negative attitude from some parents and educators; being undermined because of their gender and lack of confidence on their side. The study recommends the mounting of gender awareness workshops with both parents and educators to sensitive them on gender equity issues. In addition the study calls for mentoring and networking workshops, in service training opportunities and role modelling to be given to female teachers who aspire to, and have potential in leadership so that these female teachers can feel empowered and see that they have the potential of being leaders.
“…Rasgos como egoístas, fuertes o insensibles aún se asignan con más frecuencia a los hombres, mientras que adjetivos como dulce, emocional o comprensiva se perciben como más típicos de las mujeres (2014). La diferenciación psicológica entre hombres y mujeres, así como la atribución a estas de este tipo de rasgos favorables relacionados con la afectividad y la empatía, se utiliza a veces para legitimar la división de roles dentro del hogar y las diferencias de posición en el mercado de trabajo (Cundiff y Vescio, 2016;Hoffman y Hurst, 1990;Jackman, 1994;Jost y Banaji, 1994;Jost y Kay, 2005;Koening y Eagly, 2014).…”
Section: Estereotipos De Género Y División Del Trabajounclassified
Introducción: en las últimas décadas se ha producido un cambio sustancial en la posición de las mujeres en el mercado laboral, aunque no puede hablarse todavía de un reparto equitativo del trabajo entre hombres y mujeres. Por una parte, existen aún claros indicios de discriminación laboral de las mujeres, y por otro, la participación de los varones en el trabajo doméstico no ha crecido al ritmo al que lo ha hecho la de la mujer en el trabajo remunerado.Objetivo: reflexionar sobre las bases ideológicas en las que se sustenta esta desigualdad mediante el análisis del peso que los estereotipos de género tradicionales, y específicamente aquellos que se construyen alrededor de la maternidad, tienen en la carrera laboral de las mujeres jóvenes.Metodología: los datos proceden de un estudio cualitativo en el que se entrevistó a una muestra de jóvenes con diferentes posiciones dentro del mercado de trabajo.Resultados: en general, los discursos sobre la maternidad y la crianza se caracterizan por un marcado esencialismo biológico y psicológico que atribuye a las mujeres una mayor capacidad natural para el cuidado de los hijos.Conclusiones: los estereotipos de género que se construyen alrededor de la maternidad son uno de los principales factores ideológicos que mantienen la discriminación de las mujeres dentro del mercado laboral.
“…Interestingly, Cundiff and Vescio () found that individuals made stronger dispositional attributions (i.e., lack of skill or lack of interest by women) for gender disparities in STEM than in senior leadership roles, which is the most oft‐studied context for research on role congruity. These authors found that discrimination is less likely and incongruity of skills/interests with roles is more likely to be attributed as the reason for gender disparities in STEM.…”
Section: Introductionmentioning
confidence: 99%
“…This suggests that women's responses to discrimination in these occupations may be enacted and perceived differently than in contexts where discrimination is seen as the primary contributor to gender representation differences. That is, women in settings where discrimination is less acknowledged (Cundiff & Vescio, ), such as in STEM, may engage in more IM behaviours to combat lower identity status and greater identity threats. H1a: Women in STEM occupations will report engaging in greater levels of identity enhancement and stigmatization confronting behaviour than women in non‐STEM occupations.…”
Recruiting and retaining women in science, technology, engineering, and mathematics (STEM) occupations is seen as challenging, and researchers have begun to consider how women manage their identity in these contexts in response to potential questions of fit. Within identity management theoretical work, there has been little attention to occupational influences. Based on role congruity theory, we investigate occupational characteristics as influences on women's gender identity management, along with individual differences and organizational support influences. Results suggest that engaging in identity management behaviours is unrelated to the gender stereotypicality or gender composition of the field, but that support, fit (i.e., congruence between the interests of the individual and occupation), and personality affect engagement in these behaviours. Implications for enhancing the experiences of women in STEM fields as well as for social identity-related research more broadly are discussed.
Practitioner pointsIndividuals may differ in how they choose to address stigmatization at work, based on their personality and fit with the position. Perceived organizational support is associated with willingness to engage in stigmatization confronting strategies. Efforts to understand and affect identity management strategy use should consider individual characteristics (i.e., interests and personality).
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