Gender and discipline in the workplace: Wait until your father gets home

Atwater, Leanne; Carey, James A.; Waldman, David A.

doi:10.1177/014920630102700503

Cited by 33 publications

(12 citation statements)

References 45 publications

(58 reference statements)

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“…These findings support many studies (see Powell, 1988) and refute some new findings (Vroom, 2000) that female managers' efforts to discipline worker were found to be less effective and face more negative emotional response, than their male counterparts efforts (Atwater et al, 2001). …”

Section: Fem Inine Aspects O F Educational Managementsupporting

confidence: 83%

Managing “challenging” teachers

Yariv

Coleman

2005

International Journal of Educational Management

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PurposeThe purpose of this paper is to investigate the ways in which elementary school principals in Israel deal with teachers who are “challenging” in their behaviour, that is those who are perceived as under‐performing. This is an important and under‐researched area of educational management.Design/methodology/approachInterviews were carried out with 40 elementary school principals, every fourth school being sampled in the northern district of Haifa. They were asked to recall a particularly difficult teacher and their shortcomings and then asked about the measures they took, in chronological order, to solve the problem.FindingsThe findings indicated that the principals preferred supportive measures or making changes to the organization rather than confronting the teachers. More than half the principals had started by ignoring the difficulties. In the end most did discuss the situation with the teacher and that sometimes involved direct criticism. In half of the cases the teacher left the school by the end of the year.Research implications/limitationsThe research findings are limited as they only relate to the views of the principals, leading to the possibility of researcher empathy with the principals. Further research might investigate the teachers perspective.Practical implicationsFrom a practical point‐of‐view, the current findings indicate that elementary school principals need to be better equipped with knowledge, managerial skills and sources of assistance to solve personnel difficulties.Originality/valueThis paper adds to the limited literature on the subject of under‐performing teachers and reveals the resulting personnel difficulties faced by principals.

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Section: Fem Inine Aspects O F Educational Managementsupporting

confidence: 83%

Managing “challenging” teachers

Yariv

Coleman

2005

International Journal of Educational Management

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“…For example, a recent study by Brescoll and Uhlmann (2008) showed that both male and female participants assigned less status and lower salaries to women who expressed anger compared to their angry male counterparts. Similar findings have been documented in reaction to observations of other types of agentic behaviors, such as self-promotion (Rudman, 1998), competitiveness (Rudman & Glick, 1999), task-oriented speaking styles (Carli, LaFleur, & Loeber, 1995), authoritative leadership style (Eagly, Makhijani, & Klonsky, 1992), administering discipline (Atwater, Carey, & Waldman, 2001;Brett, Atwater, & Waldman, 2005) or criticism (Sinclair & Kunda, 2000), and initiation of salary negotiations (Bowles, Babcock, & Lai, 2007). Negative reactions to prescriptive violations, however, are not necessarily dependent on the behavior of the actor but can also be simply inferred from the context.…”

Section: Power-relevant Stereotypessupporting

confidence: 65%

The Price of Power: Power Seeking and Backlash Against Female Politicians

Okimoto

Brescoll

2010

Pers Soc Psychol Bull

309

219

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Two experimental studies examined the effect of power-seeking intentions on backlash toward women in political office. It was hypothesized that a female politician's career progress may be hindered by the belief that she seeks power, as this desire may violate prescribed communal expectations for women and thereby elicit interpersonal penalties. Results suggested that voting preferences for female candidates were negatively influenced by her power-seeking intentions (actual or perceived) but that preferences for male candidates were unaffected by power-seeking intentions. These differential reactions were partly explained by the perceived lack of communality implied by women's power-seeking intentions, resulting in lower perceived competence and feelings of moral outrage. The presence of moral-emotional reactions suggests that backlash arises from the violation of communal prescriptions rather than normative deviations more generally. These findings illuminate one potential source of gender bias in politics.

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“…Teachers are often less imbued with expectations about girls' limitations since girls are academically outperforming boys consistently until later in life. Consistent with Dweck's (1999) explanation, Alwater, Carey, and Waldman (2000) suggest that the feedback girls receive in school is the reason for women being less confident about their abilities than men. Feedback given to boys in school is often directed toward non-intellectual qualities such as misconduct, while feedback for girls is more often specifically relevant to ability.…”

Section: Varying Levels Of Goal Orientationsupporting

confidence: 70%

Cross‐cultural Variance in Goal Orientations and their Effects

2003

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Nous avons comparé l'orientation des buts d'un échantillon d'étudiants américains ( n = 104) et un de Hong Kong ( n = 175). Notre résultat principal indique que l'échantillon américain reproduit les résultats de la méta-analyse de Beaubien et Payne (1999), en indiquant une corrélation très près de zéro entre les orientations d'apprentissage et de performance. Cela suggère que les étudiants des États-Unis considèrent ces deux orientations comme différentes. Cependant, tel que prévu, dans l'échantillon d'étudiants de Hong Kong, la corrélation entre les orientations d'apprentissage et de performance est très élevée ( r = .71, p < .01) suggérant que ces étudiants ne font pas de distinction entre ces deux orientations (ou que ces deux orientations sont fondamentalement les mêmes pour eux). De façon similaire, nous avons trouvé que les deux orientations de but sont associées positivement avec la performance en classe pour l'échantillon de Hong Kong alors que seule l'orientation d'apprentissage est liée à la performance pour les étudiants américains. Enfin, tel que prévu, les étudiants féminins dans l'échantillon chinois ont une orientation de performance plus élevé que les étudiants masculins. Cependant, les résultats ont aussi indiqué que le sexe n'est pas lié à aucune des orientations dans l'échantillon américain. Ce dernier résultat est cohérent avec les résultats de Button et al. (1996) mais non avec ceux de Beaubien et Payne (1999).We compared goal orientations of United States ( n = 104) and Hong Kong ( n = 175) student samples. Our major finding was that our United States sample replicated Beaubien and Payne's (1999) meta-analysis, indicating that the correlation between learning and performance goal orientations is near zero. This suggests that United States students embrace learning and performance goal orientations as separate and distinct ideas. However, as hypothesised, in the Hong Kong student sample, the correlation between learning and performance goal orientation was r = .71 ( p < .01) suggesting that these students do not readily distinguish the two goal orientations (or that these two goal orientations are fundamentally the same to them). Similarly, we found that both goal orientations showed positive associations with classroom performance in the Hong Kong sample, but only learning goal orientation was related to performance in the US sample. Lastly, as hypothesised, female students in the Hong Kong sample had higher performance goal orientations than male students. However, gender was unrelated to both goal orientations in the United States sample-consistent with Button, Mathiew, and Zajac's (1996) findings but inconsistent with Beaubien and Payne's (1999) findings.

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Gender and discipline in the workplace: Wait until your father gets home

Cited by 33 publications

References 45 publications

Managing “challenging” teachers

Managing “challenging” teachers

The Price of Power: Power Seeking and Backlash Against Female Politicians

Cross‐cultural Variance in Goal Orientations and their Effects

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