Becoming a leader: the challenge of modesty for women

Budworth, Marie‐Hélène; Mann, Sara

doi:10.1108/02621711011019314

Cited by 56 publications

(43 citation statements)

References 30 publications

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“…As gender research shows repeatedly, the conditions framing female and male managers" learning and career development differ significantly in organisations (Alvesson and Billing 1997). Women and men tend not to have equal opportunities for learning and career progression, that is, for being selected to leadership roles and reaching top-level management positions (Budworth and Mann, 2010;Davidson and Burke, 2004;Wood, 2008). To identify the conditions female and male managers encounter, we elaborate on the theoretical model of expansive-restrictive learning environments as developed by Fuller and Unwin (2004).…”

Section: Introductionmentioning

confidence: 99%

Gendered learning environments in managerial work

Gustavsson¹,

Eriksson²

2010

Studies in the Education of Adults

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The aim is to investigate female and male managers" learning environments with particular focus on their opportunities for and barriers to learning and career development in the managerial work of a male-dominated industrial company. In the case study 42 managers, 15 women and 27 men in the company were interviewed. The findings demonstrate that the male managers were provided with significantly richer opportunities to participate in activities conducive to learning and career development than were female managers. The opportunities and barriers in terms of horizontal and vertical manager mobility, senior managers" support, strategic networks, career system, freedom of action and gender stereotypes operated simultaneously as opportunities and barriers to learning and career development for the female and male managers, respectively. The conclusion is that the expansive-restrictive continuum developed by Fuller and Unwin (2004) does not cover the extent to which gender operates as a condition for learning and career development, nor the extent to which the gender order influences the learning environment. Therefore we suggest that the expansiverestrictive model of learning environments would benefit from incorporating or, at least considering, gender dimensions in order to form a gender-sensitive model to analyse learning environments in workplaces.

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Section: Introductionmentioning

confidence: 99%

Gendered learning environments in managerial work

Gustavsson¹,

Eriksson²

2010

Studies in the Education of Adults

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“…Assertiveness, which was identified as an important tactic adopted to achieve influence as a woman in a male-dominated organizational board, may be associated with assimilation of a wider range of masculine behaviors (Budworth & Mann, 2010;Ekaterini, 2010). This process of assimilation may engender a more fundamental masculinization of female members.…”

Section: Believe That This Meeting Was the Most Important Point Of mentioning

confidence: 99%

Barriers to women’s access to decision-making positions in sport organizations: the case of establishing a girls’ volleyball academy in Israel

Betzer-Tayar

Zach

Galily

et al. 2015

Journal of Gender Studies

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“…Another trend identified by the FEI is that female entrepreneurs start ventures at a later age (35)(36)(37)(38)(39)(40) than men because of work-family conflicts (Shelton, 2006: 5).…”

Section: Sooraya Ebrahim and Shamila Singh "An Understanding Into The Dmentioning

confidence: 99%

An Understanding into the Dynamics Faced by Females as they Transition from the Corporate Sector into the Abyss of Entrepreneurship

2017

International Journal of Research in Business Studies and Manag

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Female progressing into executive roles and senior leadership position experience various challenges in the corporate sector. In order to overcome these impediments and barriers many females transition into the world of entrepreneurship. Females expect that the entrepreneurship podium will empower, enhance and uplift their female status and opportunities relative to their male counterparts. Females equally experience a different manifestation of challenges which is similar to the challenges in the corporate sector which is indicative that gender discrimination is pervasive. The extant literature supports the notion that females currently only form 28% of top decision-making roles in South African businesses and board representation encompasses only 19% of the female gender. These statistics demonstrate that female progression is stifled by challenges and lag behind their male counterparts. The aim of the research was to assess and understand the dynamics that women face in their senior executive role in the corporate sector as well as when pursuing a career in entrepreneurship. A qualitative research method was utilised and 14 semi-structured interviews was conducted. This approach provided an in depth analysis and understanding of the challenges that female encounter in the corporate sector as well as in the female entrepreneurship environment. The results confirmed a number of factors that impede the progression of females in the corporate and entrepreneurship, namely, male domination, stereotyping, personal barriers, networking, social and cultural beliefs and indoctrination, coaching and mentoring, work-life balance, "pull me down syndrome". In addition, the study also revealed that females create their own selflimiting constraints due to excessive responsibilities, added pressures, motherhood and plainly they prefer not progressing due to their comfort zones and intimidation by males and females alike. In terms of recommendations it was found that programmes, workshops and support structures need to be implemented in order to facilitate female entrepreneurial success and assist females attempting to climb the corporate ladder. Initiatives are hurled at successful, prominent females to become role models and support the sisterhood of female business female advancement and progression in the business and employment sectors. Further research recommends that the sample size of females be increased and to categorise them in terms of race, ethnicity, culture and different hierarchical levels of employment to gain a clearer lens which to view these hindrances that still persist currently. Additionally, the geographical location of these females might provide interesting results in this regard. Furthermore, we can break it down into different industries that females participate in and investigate the impact thereof on female progression.

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Becoming a leader: the challenge of modesty for women

Cited by 56 publications

References 30 publications

Gendered learning environments in managerial work

Gendered learning environments in managerial work

Barriers to women’s access to decision-making positions in sport organizations: the case of establishing a girls’ volleyball academy in Israel

An Understanding into the Dynamics Faced by Females as they Transition from the Corporate Sector into the Abyss of Entrepreneurship

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