Notes from the Field: Gender Issues in the Management Curriculum: A Survey of Student Experiences

Smith, Catherine R.

doi:10.1111/1468-0432.00104

Cited by 18 publications

(15 citation statements)

References 18 publications

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“…Another by Anderson [90] shares Norlock's outlook but offers no empirical support. Still another conducted an "explanatory survey" of MBA students on gender issues [91]. The most relevant result here was that a majority of the 18% self-selected respondents agreed with the anodyne proposal that "inclusion of both female and male perspectives would positively affect learning" [91] (p. 163).…”

Section: Stereotype Threat and Curriculum Inclusivitymentioning

confidence: 94%

“…Still another conducted an "explanatory survey" of MBA students on gender issues [91]. The most relevant result here was that a majority of the 18% self-selected respondents agreed with the anodyne proposal that "inclusion of both female and male perspectives would positively affect learning" [91] (p. 163). A 300-page tome by something called the Committee on Science, Engineering, and Public Policy mentions curriculum a handful of times, but offers no new data and indeed says exactly nothing about the inclusivity of syllabi [92]; likewise, a paper by Lawal [93].…”

Section: Stereotype Threat and Curriculum Inclusivitymentioning

confidence: 94%

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Implicit Bias, Stereotype Threat, and Political Correctness in Philosophy

Hermanson

2017

Philosophies

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This paper offers an unorthodox appraisal of empirical research bearing on the question of the low representation of women in philosophy. It contends that fashionable views in the profession concerning implicit bias and stereotype threat are weakly supported, that philosophers often fail to report the empirical work responsibly, and that the standards for evidence are set very low-so long as you take a certain viewpoint.

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Section: Stereotype Threat and Curriculum Inclusivitymentioning

confidence: 94%

Section: Stereotype Threat and Curriculum Inclusivitymentioning

confidence: 94%

Implicit Bias, Stereotype Threat, and Political Correctness in Philosophy

Hermanson

2017

Philosophies

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“…Male students were more dominant and vocal in the classroom resulting in women having less space to voice their opinions and men not learning from women's insights and experiences. Smith (2000) found that perceptions of gendered attitudes and language on the part of male educators were particularly acute among women; and because the women were different than the dominant group (males), these biases resulted in feelings of marginalization, invisibility, or trivialization of female perspectives and experiences. In our classroom where women were in the numerical majority, they benefited from the "space" to express their views, but were still affected by the biases and stereotypes perpetrated by the all-male team's presentation, resulting in the same feelings of trivialization and marginalization described in Smith's (2000) study.…”

Section: The All-male Team Presentationmentioning

confidence: 99%

“…A's strong reaction, the defensive response by the male presenter, a defense of the all-male team by other women students, and subsequent apologies by A and C to the all-male team reinforced stereotypes of women and left the all-male team feeling victimized and superior, which further entrenched the gendered behaviors in evidence in our classroom. Management education has been described as overwhelmingly masculine (Hite & McDonald, 1995;Sinclair, 1995;Smith, 2000), reflecting the gendered nature of management itself (Fastenau, 1995;Mavin & Bryans, 1999;Simpson, 1995Simpson, , 2006Smith, 1997Smith, , 1998Smith, , 2000. Mavin and Bryans (1999, p. 99) propose that by ignoring gender in the management education classroom, business and management schools "collude with the status quo" by simply replicating current management practices that reflect men in positions of leadership and power.…”

Section: Reactions Of Women In the Classmentioning

confidence: 99%

Gender in the Management Education Classroom: A Collaborative Learning Journey

Bilimoria

O’Neil

Hopkins

et al. 2010

Journal of Management Education

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In this article, the authors describe a classroom incident and their subsequent learnings about effectively managing issues of gender diversity in an MBA course titled "Women in Organizations." The authors employ Kolb's learning cycle as a framework for describing the incident (concrete experience), reflecting on and discussing what occurred (reflective observation), examining pertinent literature for possible explanations (abstract conceptualization), and devising practical strategies to mitigate such incidents in the future (active experimentation). The study describes the collaborative learning journey in which the authors engaged as a team of instructors and researchers to make sense of this incident and refine their pedagogical practices. The article concludes by offering practical suggestions for improved pedagogy in management education settings, specifically fostering greater gender reflexivity in the classroom, and using functional subgrouping to encourage understanding and integration of differences.This article is an exploration of a "day in the life" of an MBA course, "Women in Organizations." An intriguing incident in this class spurred our collective sense-making regarding learning about differences and how management educators can create learning environments in which students can engage with emotionally charged topics such as gender and diversity. We use the four dimensions of Kolb's (1984) experiential learning model-concrete experience, reflective observation, abstract conceptualization, and active experimentation-as a way to organize the presentation of our thoughts regarding the particular classroom experience that led to the writing of this collaborative article. In the sections that follow, we first describe the classroom situation experienced by two of the authors; we then reflect on that experience as a team of four, the class instructor and teaching assistant, along with two additional management educators who were invited to help make sense of the experience. We then discuss theories and concepts from the literature that provided us with possible ways of understanding the dynamics present in the classroom during the day in question, and finally, we offer active strategies for managing similar classroom dynamics in the future. Concrete ExperienceIn the following paragraphs, I (the course instructor) relate an unsettling experience and the circumstances that led to it during a recent course, detailing my own thoughts and feelings as well as those of my teaching assistant (TA) as appropriate. The course "Women in Organizations" had the primary objective of helping students to understand the leadership and managerial issues surrounding women in organizations, particularly with regard to their recruitment, advancement, retention, compensation, leadership, quality of life, and success. I hoped that the course would empower women MBA students, who are often in the minority in their management education classrooms and workplaces, to enhance their confidence and voice and provide them with tools ...

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“…Women are increasingly being accepted into business and professional roles; it is therefore important that they are represented in colleges of business. This is especially important when we realize that the curriculum may present impediments to equal representation of women in management (Smith, 2000).…”

Section: Introductionmentioning

confidence: 99%

Decreasing Numbers at Increasing Levels: An Investigation of the Gender Imbalance at NHH

Falkenberg¹

2003

Gender Work & Organization

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Gender imbalance is a highly discussed topic in Norway, where equity is the norm. At the Norwegian School of Economics and Business Administration (NHH) the issue of gender imbalance has been on the strategic agenda of the school for the past 12 years. Because these strategies have not resulted in the reduction of the gender imbalance that was expected, it is necessary to look for further explanations. Gender imbalance can result from hiring practices, turnover, or promoting policies. In this article the focus is on retaining women in the organization, and we draw on the literature from organizational attachment to uncover additional understanding of gender imbalance. The article reports the findings from an exploratory study of organizational attachment among the faculty at NHH. Findings indicate differences between male and female faculty members and PhD students on organizational commitment, on the value and expectation of job characteristics, on the suitability of the paradigm, and on alternative job possibilities.

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Notes from the Field: Gender Issues in the Management Curriculum: A Survey of Student Experiences

Cited by 18 publications

References 18 publications

Implicit Bias, Stereotype Threat, and Political Correctness in Philosophy

Implicit Bias, Stereotype Threat, and Political Correctness in Philosophy

Gender in the Management Education Classroom: A Collaborative Learning Journey

Decreasing Numbers at Increasing Levels: An Investigation of the Gender Imbalance at NHH

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