Successful female leaders empower women's behavior in leadership tasks

Latu, Ioana M.; Mast, Marianne Schmid; Lammers, Joris; Bombari, Dario

doi:10.1016/j.jesp.2013.01.003

Cited by 170 publications

(119 citation statements)

References 22 publications

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“…This finding is of interest because it is often argued that men are in a wider network of other business owners than women (see Wigren, 2003, for a discussion about male networks in a particular Swedish locality). This finding does not confirm the claim that role models for women are lacking (Latu et al, 2013;Young et al, 2013).…”

Section: Discussioncontrasting

confidence: 87%

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Business advisory services and risk among start-ups and young companies: a gender perspective

Kremel

Yazdanfar

2015

International Journal of Gender and Entrepreneurship

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This study aims to investigate the demand for business advisory services by owners of start-ups and young companies by taking a gender perspecitve. The study also examines whether risk-taking is more characteristic of masculine than feminine behaviour in this context. Design/methodA literature review examines business advisory services and risk aversion from a gender perspective. The empirical data are derived from interviews with owners of more than 2700 start-ups and young companies in Sweden. A number of key variables compare how the company owners (women and men) view business advisory services as a way to overcome risk and to gain access to information in networks. Several statistical tests are used to analyse these data. FindingsWomen owners of start-ups and young companies use more and different business advisory services than men owners. There are differences among the men owners and women owners as far as the amount of start-up capital, company size, and industry sector. Given the risks associated with start-up, business advisory services are important to women in helping them reduce their risk in the start-up and early stages of their companies. Research limitationCompanies in Sweden's largest city, Stockholm, were not included in the sample. Financial data were not used as variables. ImplicationsPolicy makers should address women owners' greater demand for business advisory services in their companies' early stages. Value/originalityThis study's originality is its gender perspective on the demand for business advisory services by startups and young companies, and its challenge to previous findings about entrepreneurial behaviour and risk taking.

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Section: Discussioncontrasting

confidence: 87%

“…When certain stereotypes of women are perpetuated, it is difficult to create alternative role models in business (as well as in science) (Latu et al, 2013;Young et al, 2013). As Eccles (1994,2010) found, women often are attracted to activities where they think they can succeed.…”

Section: Women and Men At Workmentioning

confidence: 99%

Business advisory services and risk among start-ups and young companies: a gender perspective

Kremel

Yazdanfar

2015

International Journal of Gender and Entrepreneurship

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“…Another consideration would be to provide the students with engineering role models (male and female) who understand the currently dominant male presence in engineering, and who are explicitly taught to allow both boys and girls to struggle with the materials, resist the urge to jump in and fix problems, and prevent negative experiences by noticing and remediating micro-aggressions if/when they occur. Many researchers blame engineering gender inequities on a lack of female role models (e.g., Latu, Mast, Lammers, & Bombari, 2013); however, if the male-dominated ''culture of engineering'' is to be remedied, perhaps having male ''allies'' in these roles is just as important.…”

Section: Discussion and Recommendationsmentioning

confidence: 99%

“…In addition, women tend to be more adverse to competitive environments than men (Baron-Cohen, 2002;Seymour, 1995). A lack of female role models in the field of engineering perpetuates these issues and makes it more difficult for girls to see the connection between ''competitive,'' ''thing-oriented'' engineering and ''femininity'' (Latu, Mast, Lammers, & Bombari, 2013).…”

Section: Gender Gaps In Engineeringmentioning

confidence: 99%

‘‘Can I drop it this time?’’ Gender and Collaborative Group Dynamics in an Engineering Design-Based Afterschool Program

Schnittka¹,

Schnittka²

2016

Journal of Pre-College Engineering Education Research (J-PEER)

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The 21st century has brought an increasing demand for expertise in science, technology, engineering, and math (STEM). Although strides have been made towards increasing gender diversity in several of these disciplines, engineering remains primarily male dominated. In response, the U.S. educational system has attempted to make engineering curriculum more engaging, informative, and welcoming to girls. Specifically, project-based and design-based learning pedagogies promise to make engineering interesting and accessible for girls while enculturating them into the world of engineering and scientific inquiry. Outcomes for girls learning in these contexts have been mixed. The purpose of this study was to explore how cultural gender norms are navigated within informal K-12 engineering contexts. We analyzed video of single-and mixed-gender collaborative groups participating in Studio STEM, a design-based, environmentally themed afterschool program that took place in a rural community. Discourse analysis was used to interpret interactional styles within and across groups. Discrepancies were found regarding functional and cultural characteristics of groups based on gender composition. Singlegender groups adhered more closely to social gender norms. For example, the boys group was characterized by overt hierarchies, whereas the girls group outwardly displayed solidarity and collaboration. In contrast, characteristics of interactional styles within mixed gender groups strayed from social gender norms, and stylistic differences across group types were greater for girls than for boys. Learning outcomes indicated that girls learned more in mixed-gender groups. Our results support the use of mixed-gender collaborative learning groups in engineering education yet uncover several challenges. We close with a discussion of implications for practitioners.

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“…However, other studies argue that for women who are a small minority in achievement settings, female mentors enhance social belonging in otherwise alienating environments (6,31,32). Role model research also suggests that mere exposure to successful ingroup (vs. outgroup) members enhances motivation and aspirations among negatively stereotyped individuals (31,(33)(34)(35)(36). Applied to women in STEM, past research supports three possible predictions: male mentors may be best; female mentors may be best; or any mentor regardless of gender may be better than no mentor.…”

Section: Significancementioning

confidence: 99%

Female peer mentors early in college increase women’s positive academic experiences and retention in engineering

Dennehy

Dasgupta

2017

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

356

259

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Scientific and engineering innovation is vital for American competitiveness, quality of life, and national security. However, too few American students, especially women, pursue these fields. Although this problem has attracted enormous attention, rigorously tested interventions outside artificial laboratory settings are quite rare. To address this gap, we conducted a longitudinal field experiment investigating the effect of peer mentoring on women's experiences and retention in engineering during college transition, assessing its impact for 1 y while mentoring was active, and an additional 1 y after mentoring had ended. Incoming women engineering students (n = 150) were randomly assigned to female or male peer mentors or no mentors for 1 y. Their experiences were assessed multiple times during the intervention year and 1-y postintervention. Female (but not male) mentors protected women's belonging in engineering, self-efficacy, motivation, retention in engineering majors, and postcollege engineering aspirations. Counter to common assumptions, better engineering grades were not associated with more retention or career aspirations in engineering in the first year of college. Notably, increased belonging and self-efficacy were significantly associated with more retention and career aspirations. The benefits of peer mentoring endured long after the intervention had ended, inoculating women for the first 2 y of college-the window of greatest attrition from science, technology, engineering, and mathematics (STEM) majors. Thus, same-gender peer mentoring for a short period during developmental transition points promotes women's success and retention in engineering, yielding dividends over time.T he odds do not favor women in most physical sciences, engineering, and computing. Despite educational advances, women, who constitute 56% of university students in the United States (1), hold only 13-33% of bachelor's and master's degrees and 11-21% of doctoral degrees in these fields (2). Even among degree holders in engineering, computing, and physical sciences, women are less likely than men to hold jobs related to science, technology, engineering, and mathematics (STEM) degrees (2). Overall, the proportion of women in physical sciences, engineering, and computer science is very small relative to men and gets smaller still with every level of advancement (3). Engineering is notable for having one of the lowest proportions of women among all sciences (2) and is the focus of our research.Attempts to explain the relative scarcity of women engineers as due to women's "free choice" to pursue alternate career paths (4), or lower aptitude and intrinsic motivation (5), neglect widespread structural and psychological contributors to this phenomenon (6, 7). Many engineering environments are subtly unfriendly or sometimes overtly hostile for women (8, 9). The numeric scarcity of women (10, 11), nonverbal behavior from male colleagues that excludes women from professional conversations (12), use of masculine pronouns to refer to all sc...

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Successful female leaders empower women's behavior in leadership tasks

Cited by 170 publications

References 22 publications

Business advisory services and risk among start-ups and young companies: a gender perspective

Business advisory services and risk among start-ups and young companies: a gender perspective

‘‘Can I drop it this time?’’ Gender and Collaborative Group Dynamics in an Engineering Design-Based Afterschool Program

Female peer mentors early in college increase women’s positive academic experiences and retention in engineering

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