Military Leadership Evaluations: Effects of Evaluator Sex, Leader Sex, and Gender Role Attitudes.

Looney, Joseph D; Kurpius, Sharon E. Robinson; Lucart, Leigh

doi:10.1037/1061-4087.56.2.104

Cited by 18 publications

(8 citation statements)

References 49 publications

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“…Similarly, Looney, Robinson-Kurpius, and Lucart look at perceptions of leadership by asking US Naval Academy midshipmen to rate officers for a possible promotion based on a written Fitness Report. 27 The researchers hoped, by manipulating the sex of the assessed officer, to better understand how military leadership is evaluated in the academy context. The Fitness Reports differed only in name-that is, midshipmen either evaluated Lieutenant Alice Reynolds or Lieutenant Arthur Reynolds.…”

Section: Literature Reviewmentioning

confidence: 99%

The Power of Gendered Stereotypes in the US Marine Corps

Archer

2012

Armed Forces & Society

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Gendered stereotypes in the US military context often result in the creation of barriers for women. Constant confrontation with these barriers may negatively impact a servicewoman’s career. The author argues that gendered stereotypes in the US Marine Corps (USMC) have the potential to undermine a female Marine’s performance, and sometimes the performance of others around her. Through the application of ethnographic content analysis to thirty-five in-depth interviews (seventeen female and eighteen male Marines), this article investigates the possible consequences of gendered stereotypes in the USMC. Four themes regarding the origination, socialization, and reinforcement of gender-role stereotypes in the USMC emerge through the interview process. Findings suggest gender-role stereotypes influence (1) the perceived abilities of female Marines, (2) the initial socialization of Marines, (3) camaraderie and opportunities for female Marine mentorship, and (4) a culture of double standards. The aforementioned themes are compared to findings in the literature and implications for camaraderie, shared sense of mission, and leadership are discussed.

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Section: Literature Reviewmentioning

confidence: 99%

The Power of Gendered Stereotypes in the US Marine Corps

Archer

2012

Armed Forces & Society

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“…Some of these frequently mentioned leadership qualities included self-discipline, resourcefulness, and high self-worth (Wong, Bliese, & McGurk, 2003;Sümer, Sümer, Demirutku, & Cifci, 2001;Looney, Robinson-Kurpius, & Lucart, 2004;Mumford, Dansereau, & Fig. 1.…”

Section: The Leadership Dimensionmentioning

confidence: 99%

Profiling the heroic leader: Empirical lessons from combat-decorated veterans of World War II

Wansink

Payne

Ittersum

2008

The Leadership Quarterly

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“…For women in a male-dominated environment, however, there appear to be other genderrelated choices and assumptions associated with one choice or the other. In an assessment of gender on perceptions of military leadership (Looney, Robinson-Kurpius, and Lucart, 2004), the only differences noted were the more emotionally based (empathy) characteristics attributed more to women. This outcome could be the result of the limited number of women in high-ranking military leadership roles.…”

Section: Enduring Effects Of Male Turf: Gender and Assumptionsmentioning

confidence: 99%

2011

ASHE Higher Education Report

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Old Friends and New Faces Home Alone? Applying Theories of Transition to Support Student Veterans' Success A Model for Supporting Student Veterans' Transition Conclusion Commentary from Nancy K. Schlossberg What Matters to Veterans? Peer Influences and the Campus Environment The Military Bond Inputs, Environment, and Outcomes Inputs, Environment, and Outcomes for Veterans Peer Group Supports and Influences Summary and Recommendations Commentary from Alexander W. Astin Transition 2.0: Using Tinto's Model to Understand Student Veterans' Persistence Transition and Preentry Attributes Goals and Commitments Initial Institutional Experiences Transition 2.0: Academic and Social Integration Transition 2.0: Academic and Social Integration with the Campus Community Career Services and the Student Veteran New Goals and Intent to Persist Critics of Academic and Social Integration Conclusion Commentary from John M. Braxton Crisis of Identity? Veteran, Civilian, Student Identity Development and Knowledge of Self Self and Others Multiple Roles and Intersecting Identities Crisis, Exploration, and Commitment Multiple Dimensions of Identity Typologies Conclusion Commentary from Linda Reisser Women Warriors: Supporting Female Student Veterans Enduring Effects of Male Turf: Gender and Assumptions Mothers and Warriors: Care and Justice Into a College Environment: Developing a Voice Help Seeking: Learning to Cope Marching Together: Summary Commentary from Margaret Baechtold Ideas for a Self‐Authorship Curriculum for Students with Military Experience Classes for Veterans Meaning Making and Self‐Authorship Concept Mapping for Curriculum Planning Conclusion Commentary from Marcia B. Baxter Magolda Institutional Response to an Emerging Population of Veterans EFA Factor One—Financial Matters EFA Factor Two—Administrative and Strategic Planning EFA Factor Three—Advising and Career Services EFA Factor Four—Psychological Counseling Services EFA Factor Five—Veterans Office on Campus Conclusion Concluding Thoughts Appendix A: A Veteran's Essay Appendix B: Example Syllabus References Name Index Subject Index About the Authors

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Military Leadership Evaluations: Effects of Evaluator Sex, Leader Sex, and Gender Role Attitudes.

Cited by 18 publications

References 49 publications

The Power of Gendered Stereotypes in the US Marine Corps

The Power of Gendered Stereotypes in the US Marine Corps

Profiling the heroic leader: Empirical lessons from combat-decorated veterans of World War II

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