Gendered leadership: An organizational perspective

Eddy, Pamela L.; Cox, Elizabeth M.

doi:10.1002/cc.326

Cited by 47 publications

(61 citation statements)

References 7 publications

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“…In addition, men are viewed as more likely to use the key leadership characteristics of "inspiration, delegation, intellectual stimulation, and problem solving" (Madden, 2005, p. 5). Consequently, women striving for leadership roles are judged against male models of leadership (Eddy & Cox, 2008), and the "incongruity between leadership roles and female gender roles (i.e., prescriptive expectations for women's behavior), leads to prejudicial judgements and actions (Eagly & Karau, 2002;Eagly, Karau, Miner, & Johnston, 1994)" (Madden, 2011, p. 61) towards them.…”

Section: Leadershipmentioning

confidence: 99%

“…Because of gender-based stereotypes, women face a double bind when it comes to leadership (Bornstein, 2008;Eagly & Carli, 2007;Eddy, 2008;Eddy & Cox, 2008;Haveman & Beresford, 2012;Hoobler et al, 2009;Madden, 2005Madden, , 2011. "As women, they are expected to be communal, collaborative, and democratic: but as managers, they are expected to be agentic and authoritative."…”

Section: Leadershipmentioning

confidence: 99%

“…These choices reflect the mental associations ascribed to and internalized by each gender. In their study of six female community college presidents, Eddy and Cox (2008) found that "not all elements of these women's presidencies were male influenced. Traditional women's ways of leading were also apparent.…”

Section: Leadershipmentioning

confidence: 99%

“…Researchers studying gender inequality posit that organizational cultures, structures, perspectives, expectations, and practices are gendered to the advantage of men (Bird, 2011;Bornstein, 2008;Eagly & Carli, 2007;Eddy, 2008;Eddy & Cox, 2008;Fenstermakeri, 2011;Gander, 2010;Linehan et al, 2009;McTavish & Miller, 2009). This occurs because social structures influence organizational context (Fenstermakeri, 2011).…”

Section: Culturementioning

confidence: 99%

“…While these organizations have evolved, male oriented practices and ideals remain (Ballenger, 2010;Bird, 2011;Bornstein, 2008;Easterly & Ricard, 2011;Eddy, 2008;Eddy & Cox, 2008;Glazer-Raymo, 1999;Ozkanli et al, 2009;Vaccaro, 2011;White et al, 2010) including a hierarchical division of labor (Ballenger, 2010;Bird, 2011;Eddy & Cox, 2008;Glazer-Raymo, 1999; S. J. Jones & Palmer, 2011;Madden, 2005Madden, , 2011Singell & Tang, 2013;White et al, 2010) and the use of positional power (Eddy & Cox, 2008; S. J. Jones & Palmer, 2011;Madden, 2005Madden, , 2011.…”

Section: Culturementioning

confidence: 99%

See 4 more Smart Citations

Pursuing leadership positions in higher education : a phenomenological exploration of female administrators' experiences with gender inequality

Madera¹

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Using a phenomenological methodology, this qualitative study renewed the examination of gender inequality in higher education administration by allowing women who have experienced the glass ceiling phenomenon at Research Doctoral institutions to provide further meaning by sharing their stories. The glass ceiling phenomenon reveals itself most clearly in higher education through the discrepancy between the number of women receiving advanced degrees and the number serving in academic leadership positions such as dean, vice-president for academic affairs, provost, chancellor, and, ultimately, president (Gerdes, 2006).Overall, this study's findings support previous research on gender inequality in higher education administration. The glass ceiling does not appear to manifest itself differently in 21st century higher education based upon the emergent themesmasculinized institutional culture, gendered organizational practices, intentionality, human capital, and career aspirationsdrawn from the participants experiences with the phenomenon.Since the problem of practice is ongoing and there has only been marginal progress in breaking down the barriers to obtaining higher level leadership positions, a new approach to generating understanding is required. Pierre Bourdieu's social theory was used for this purpose.As a result, this study extended the body of knowledge on gender inequality in higher education administration by uncovering (a) the role capital plays in the emergence and maintenance of the glass ceiling in the 21st century higher education workplace, and (b) how the habitus of agents in the field is affected by the experience.

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Section: Leadershipmentioning

confidence: 99%

Section: Leadershipmentioning

confidence: 99%

Section: Leadershipmentioning

confidence: 99%

Section: Culturementioning

confidence: 99%

Section: Culturementioning

confidence: 99%

See 3 more Smart Citations

Pursuing leadership positions in higher education : a phenomenological exploration of female administrators' experiences with gender inequality

Madera¹

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Women's Leadership in Higher Education

Dahlvig¹,

Longman²

2020

The Wiley Handbook of Gender Equity in Higher Education

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2011

ASHE Higher Education Report

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POLICY INITIATIVES, CURRICULAR REFORM, RESEARCH, and grassroots organizing have all contributed to advancing equity and shaping women's status in U.S. higher education. Nearly four or more decades have passed since key legislation, including the Equal Pay Act, Title VII, and Title IX, was passed and efforts were begun to broaden and create more inclusive curricula. Significant gains have been made in women's access to and representation in higher education as evidenced by enrollment figures and graduation rates. Yet these measures are only part of the full gender equity picture. For instance, when taken in the aggregate, enrollment data do not portray the persistent lack of gender parity among students studying engineering, computer science, and other science and technology fields, nor do they depict the quality of classroom and campus experiences. Even today, data reveal that women studying and working in postsecondary institutions bump up against glass ceilings and sticky floors, experience pay disparities linked to gender, and experience the threat and reality of sexual harassment and violence on campus.Since 1988 more than half of all undergraduate students have been women, and 60 percent of students in graduate and professional programs in 2007-08 were women (King, 2010). These improvements in women's access to and representation in higher education are indeed impressive and worthy of note. Headlines based on these data alone, however-that is, drawing conclusions that equity has been achieved based on the overall proportion of faculty or students who are female-fail to acknowledge ways in which gender representation tends to be stratified across types of institutions and by rank Published online in Wiley Online Library (wileyonlinelibrary.com) •

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Gendered leadership: An organizational perspective

Cited by 47 publications

References 7 publications

Pursuing leadership positions in higher education : a phenomenological exploration of female administrators' experiences with gender inequality

Pursuing leadership positions in higher education : a phenomenological exploration of female administrators' experiences with gender inequality

Women's Leadership in Higher Education

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