Sex role stereotypes: does business education make a difference?

Abstract

Purpose -Studies indicate that a managerial pro-male bias still exists. While managers and females have begun to view women as possessing managerial attributes, male students, on average, still tend to stereotype the managerial role using a pro-male bias. Based on research by Heilman and by Lord and Maher, the purpose of this paper is to propose that business students, who are exposed to a curriculum that emphasizes the importance of diversity, as recommended by AACSB, will exhibit fewer gender stereotypes. Design/methodology/approach -Using the Schein Descriptive Index, three groups of university students were surveyed to determine whether individuals exposed to formal management education experience a reduction in "men as manager" stereotypes. The hypothesis was tested using interclass correlation coefficients (r 0 ) from two randomized-groups analysis of variance. Findings -The hypothesis was not supported and the findings indicate that students in the business administration program stereotyped the managerial role to a greater degree than those not enrolled in the business administration program. Research limitations/implications -Further studies should be conducted to determine if the findings of this particular study are universal across college campuses. Practical implications -Business schools must evaluate the methods that are being used to teach diversity in management education. Originality/value -The authors' unique approach focuses on the sample as an important element when studying gender bias in management. Given the state of the economy and the cuts to university programs, by determining where bias occurs, diversity education in the university environment can be better utilized for optimal impact.

Invisible or Clichéd: How Are Women Represented in Business Cases?

“…These cases simultaneously undervalue the positive skills that women bring to business by diluting their contributions and devaluing attributes such as emotion or collaboration, while implying that women do not have the skills and behaviors, such as agency, risk-taking, or visionmaking necessary to be successful managers and leaders (Carter & Silva, 2007). This devaluation may, in part, explain why women's association of women's attributes with the role of manager declines over a four-year business undergraduate degree (Paris & Decker, 2012). At the same time, women may be deterred from developing non-stereotypical, agentive behavior, and non-traditional skills that will help them progress in the workplace.…”

Student Perceptions of Hawaiian Values in Business Communication

“…These associations are reinforced in business textbooks (Blankenship, 2011;Pomerenke, Varner, & Mallar, 1996;Tietz, 2007). Business students are even more likely than non-business students to hold the manager D male stereotype (Paris & Decker, 2012) although business students in Hawaiʻi might be an exception (de Pillis et al, 2008).…”

Investigating Predictors of Academic Success in a Foundational Business Mathematics Course

“…years, the number of females majoring in and pursuing mathematics-based careers has not increased at the same speed (Berube & Glanz, 2008;Leaper et al, 2012;Paris & Decker, 2012;Sanders & Peterson, 1999). In business-related fields specifically, even though 42% of all MBA students are women, only 3.4% of the Fortune 100 Company…”

“…CEOs are females (Paris & Decker, 2012). In a recent study of 439 students in a freshmen-level business mathematics course, male participants reported that they felt males alone possessed business leadership characteristics, while female participants believed that both men and women had leadership potential, though males were more likely fit for leadership roles (Paris & Decker, 2012).…”

“…CEOs are females (Paris & Decker, 2012). In a recent study of 439 students in a freshmen-level business mathematics course, male participants reported that they felt males alone possessed business leadership characteristics, while female participants believed that both men and women had leadership potential, though males were more likely fit for leadership roles (Paris & Decker, 2012). Research has consistently shown that a student's experiences in K-12 mathematics courses will help them develop their attitudes towards mathematics and determine their ability in the subject: "differences in math achievement are not biological, but the product of social and cultural factors, expectations, and confidence levels" (Sanders & Peterson, 1999, p. 48).…”