Penalties for Success: Reactions to Women Who Succeed at Male Gender-Typed Tasks.

Heilman, Madeline E.; Wallen, Aaron S.; Fuchs, Daniella; Tamkins, Melinda M.

doi:10.1037/0021-9010.89.3.416

Cited by 978 publications

(1,015 citation statements)

References 31 publications

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“…9,17,18 Performing a meta-analysis of experimental studies in which only the sex of the leader varied, Eagly et al 19 found that women leaders who adopted a stereotypically masculine, autocratic style received lower evaluations than men exhibiting the same style of leadership. Heilman et al, 11 in a randomized study where evaluators rated assistant vice presidents for identical accomplishments, found that women but not men who were competent in leadership positions typically held by men were viewed as unlikable and that competence and likability were independent predictors of being recommended for institutional rewards. Butler and Geis 17 found that when women perform as a single leader in a work group, they are subject to more subtle negative affective responses from other members of the team than men following identical scripts.…”

Section: Discussionmentioning

confidence: 99%

“…8 Furthermore, many controlled studies confirm that women who violate behavioral gender norms (e.g., highly assertive women or women in positions of authority) often suffer social penalties in the work place, such as being less liked or more personally derogated than equivalently successful men. [9][10][11][12] Residency is the first time during training that new physicians are thrust into a directive leadership role in which they must routinely assert influence. Residents must effect patient care by giving orders and making requests of other members of the healthcare team, including nurses, pharmacists, and other physicians.…”

Section: Introductionmentioning

confidence: 99%

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Internal Medicine Residents' Perceived Ability to Direct Patient Care: Impact of Gender and Experience

Bartels

Goetz

Ward

et al. 2008

Journal of Women's Health

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Background: Physicians are expected to effect patient care by giving orders to members of a healthcare team. Because women are socialized to be less directive than men, the assertive behavior required of new physicians may be experienced differently by male and female residents. We sought to explore the effects of gender and year of training on residents' experiences and perceived ability to direct patient care. Methods: This was a mixed-methods, cross-sectional, descriptive study employing a quantitative written survey and qualitative interviews among internal medicine residents at an academic health center. Measurements included questionnaires and interviews about stress, assertiveness, and personal factors that influence their effectiveness in directing patient care. Analyses examined differences by gender and year of training. Results: One hundred residents were invited to participate; 65 returned questionnaires, and 16 of these residents were interviewed. Compared with male residents, female residents selected less assertive behaviors for clinical scenarios (p ϭ 0.047) and were more likely to perceive gender as inhibiting their ability to influence patient care (p Ͻ 0.01). Stress associated with being assertive varied more with experience than gender. Interviews corroborated these findings and supported the complexity of gender norms for behavior for female residents in a directive leadership position. Conclusions: When compared with male peers, female residents reported more gender issues in residency and chose less assertive behaviors in clinical scenarios. Experience mitigated some gender differences. Our findings suggest that discussion of the existing research on prescriptive gender norms for behavior and leadership may be warranted in resident orientation.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Internal Medicine Residents' Perceived Ability to Direct Patient Care: Impact of Gender and Experience

Bartels

Goetz

Ward

et al. 2008

Journal of Women's Health

View full text Add to dashboard Cite

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“…Deprivation of any of these factors has been shown to be related to a number of undesirable psychological and physiological effects (e.g., Cross & Vick, 2001;Uchino, Cacioppo, & Kiecolt-Glaser, 1996) and, as discussed previously, may itself lead to lower interest in the activities. Perhaps women in male-dominated areas do not affiliate with other women in the field for fear of being implicated by a negative gender stereotype association (Heilman, Wallen, Fuchs, & Tamkins, 2004). Intervention programs (such as the Women in Engineering Initiative) that recruit and consistently make contact with women in male-dominated fields appear to provide a safe and structured environment for women to interact and consequently enhance field retention rates (e.g., Brainard & Carlin, 1998;Downing, Crosby, & Blake-Beard, 2005).…”

Section: Women In Math and Science Fieldsmentioning

confidence: 99%

The stereotyped task engagement process: The role of interest and achievement motivation.

Smith¹,

Sansone²,

White³

2007

Journal of Educational Psychology

137

126

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Competence-based stereotypes can negatively affect women's performance in math and science (referred to as stereotype threat), presumably leading to lower motivation. The authors examined the effects of stereotype threat on interest, a motivational path not necessarily mediated by performance. They predicted that working on a computer science task in the context of math-gender stereotypes would negatively affect undergraduate women's task interest, particularly for those higher in achievement motivation who were hypothesized to hold performance-avoidance goals in response to the threat. Compared with when the stereotype was nullified, while under stereotype threat an assigned performance-avoidance (vs. -approach) goal was associated with lower interest for women higher in achievement motivation (Study 1), and women higher (vs. lower) in achievement motivation were more likely to spontaneously adopt performance-avoidance goals (Study 2). The motivational influence of performance-avoidance goals under stereotype threat was primarily mediated by task absorption (Study 3). Implications for the stereotyped task engagement process (Smith, 2004) are discussed.Keywords: achievement motivation, achievement goals, motivation, stereotype threat, gender Women continue to be less likely to select and persist in science, mathematics, and related fields despite gains in preparation and increased requirements for both girls and boys prior to college. A number of hypotheses have been proposed as to why these gender differences occur, including both biological limitations and socialization pressures (e.g., Eccles, Adler, & Meece, 1984). The focus of our research is on the role competence-based stereotypes may play. Whether or not there are real intrinsic ability differences between men and women in math and science (e.g., Benbow & Stanley, 1980;Mullis et al., 1998;Spelke, 2005), stereotypes about these differences exist and are frequently made salient (e.g., comments by Summers, as cited in the Harvard Crimson, 2005). 1 The stereotype threat literature is centered on the finding that awareness of a competence-related stereotype can, in and of itself, lead to poorer task performance (e.g., Smith & White, 2002;Spencer, Steele, & Quinn, 1999;C. M. Steele & Aronson, 1995;Yopyk & Prentice, 2005; see also Wicherts, Dolan, & Hessen, 2005). Members of stereotyped groups feel threatened because their performance may confirm to themselves, other people, or both the negative performance expectations about the group. The resulting negative effects on performance can occur even when women report that they do not believe the stereotypes are true (cf. Schmader, Johns, & Barquissau, 2004).As illustrated on the left side of Figure 1, the stereotype-performance path suggests negative competence-based stereotypes associated with women in math and science lead directly to an impairment of their performance (e.g., Shih, Pittinsky, & Ambady, 1999;Smith & White, 2002;Spencer et al., 1999), which, in turn, negatively affect their likelihood of selecti...

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“…On the one hand, although considerable research demonstrates gender bias in a variety of other domains (19)(20)(21)(22)(23), science faculty members may not exhibit this bias because they have been rigorously trained to be objective. On the other hand, research demonstrates that people who value their objectivity and fairness are paradoxically particularly likely to fall prey to biases, in part because they are not on guard against subtle bias (24,25).…”

mentioning

confidence: 99%

Science faculty’s subtle gender biases favor male students

Moss‐Racusin

Dovidio²,

Brescoll

et al. 2012

Proc. Natl. Acad. Sci. U.S.A.

2,512

1,878

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Despite efforts to recruit and retain more women, a stark gender disparity persists within academic science. Abundant research has demonstrated gender bias in many demographic groups, but has yet to experimentally investigate whether science faculty exhibit a bias against female students that could contribute to the gender disparity in academic science. In a randomized double-blind study ( n = 127), science faculty from research-intensive universities rated the application materials of a student—who was randomly assigned either a male or female name—for a laboratory manager position. Faculty participants rated the male applicant as significantly more competent and hireable than the (identical) female applicant. These participants also selected a higher starting salary and offered more career mentoring to the male applicant. The gender of the faculty participants did not affect responses, such that female and male faculty were equally likely to exhibit bias against the female student. Mediation analyses indicated that the female student was less likely to be hired because she was viewed as less competent. We also assessed faculty participants’ preexisting subtle bias against women using a standard instrument and found that preexisting subtle bias against women played a moderating role, such that subtle bias against women was associated with less support for the female student, but was unrelated to reactions to the male student. These results suggest that interventions addressing faculty gender bias might advance the goal of increasing the participation of women in science.

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Penalties for Success: Reactions to Women Who Succeed at Male Gender-Typed Tasks.

Cited by 978 publications

References 31 publications

Internal Medicine Residents' Perceived Ability to Direct Patient Care: Impact of Gender and Experience

Internal Medicine Residents' Perceived Ability to Direct Patient Care: Impact of Gender and Experience

The stereotyped task engagement process: The role of interest and achievement motivation.

Science faculty’s subtle gender biases favor male students

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