Taking Gender Into Account: Theory and Design for Women's Leadership Development Programs

Ely, Richard; Ibarra, Herminia; Kolb, Deborah M.

doi:10.5465/amle.2010.0046

Cited by 674 publications

(833 citation statements)

References 76 publications

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“…While such courses are available in disciplines such as management, women's studies, psychology and sociology, there would be great benefit to engineering students taking a class together which speaks specifically to engineering situations and utilizes engineering role models. This is similar to a recommendation for engineering professionals 9 , but starting earlier, for students in late stages of their engineering degree. Such a class would also reflect sentiments described in another study which recommends a "move beyond individual reflection and behavioral changes to begin discussing issues of privilege, gender schemas, and micro-messaging with engineering colleagues and students".…”

Section: Introductionmentioning

confidence: 66%

“…This same study shares that "processing 360-feedback with a coach and peers can help participants identify and deal with gender stereotypes and double binds". 9 A study on Reciprocal Peer Coaching (RPC) proposed that formative assessment provided by RPC could build self-efficacy through setting short-term goals and receiving feedback to help students believe in themselves and their capabilities. 31 Possible theoretical frameworks to use in subsequent studies Based on this exploratory study, themes emerge from the students' experiences with peer coaching which can inform future studies with theoretical frameworks.…”

Section: Addressing the Original Questions Posed In The Studymentioning

confidence: 99%

“…3,[5][6][7] Another study points out that some women who persist in engineering face the same challenging work conditions and cultures; they persist because they are engaged in their work and this can overcome the difficult work environment. 8 This same study makes the following recommendations for supporting and retaining women in STEM professionals: professional and leadership development for women in STEM professions (e.g., formal process for a personal development plan; development programs for women leaders, framing said leadership development as identity work 9 ; emphasis on factors which contribute to work engagement (e.g., opportunity for ongoing challenges, novel experiences and continuous learning as well as work matched to women's interests and background); and supporting relationships (e.g., mentors and sponsors).…”

Section: Introductionmentioning

confidence: 99%

“…12 Courses should also introduce gender bias and other "powerful, yet invisible barriers to women's advancement that arise from cultural beliefs about gender, as well as workplace structures, practices, and patterns of interaction that inadvertently favor men". 9,13 All of this was taken into account during the formation and subsequent implementation of the course mentioned in this study; however the focus of this study remains on the coaching component of the course. A future conference submission will cover the course itself as a model using the "Four Frames" framework.…”

Section: Introductionmentioning

confidence: 99%

“…17,19,21 In the case of underrepresented student populations (e.g., women and underrepresented minority students in engineering), a coaching approach can help these students see negative assumptions they might be making about themselves that are actually a result of cultural/societal norms, gender stereotypes, implicit bias, or double binds. 9 With that understanding, the student can then progress with the coach to come up with goals and action plans to persist in spite of bias. For example, coaching has been shown to foster increased levels of grit/resilience, feelings of wellbeing, self-efficacy, self-esteem, and self-advocacy 23,24 and coaching is recommended for helping women in business to better navigate gendered organizations.…”

Section: Introductionmentioning

confidence: 99%

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Gender in the Workplace: Peer Coaching to Empower Women in the Classroom and as Professionals

Groh¹

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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Formal coaching approaches within higher education is a relatively new concept and holds great promise as a way for students to make decisions and to outline action items and means of accountability while facing challenges and/or moving forward through transitions such as successfully moving from an undergraduate degree program to the workforce. In this study, the concept of coaching is integrated into a women in engineering senior seminar class at a large Midwestern university in order to empower the students and to provide skills to navigate their experiences in an engineering workforce. Peer coaching is introduced and implemented through examples, training on key coaching skills, and five opportunities for the students to practice these skills with one another.Mixed methods design is employed to identify emerging themes which can form the basis of future theories and research as well as to assess the effectiveness of integrating peer coaching into the classroom. Data analysis includes reflective journals from the perspective of serving both as the coach and coachee, pre-and post-course surveys, as well as weekly post-class surveys. While qualitative analysis aids in identifying theoretical frameworks for future studies, results employing quantitative methods are likely of most interest to practitioners who would want to evaluate the effectiveness of this pedagogical approach before implementation in the classroom. As a means of identifying future possible frameworks for further investigation on the impact of peer coaching on female engineering students, this study explores the following research questions: (1) How does student opinion about coaching transform through this class? (2) What new or revised perspectives do students gain, as both coach and coachee? (3) How does coaching equip engineering women for the transition to the workforce? Findings indicate that students' initial apprehension about coaching progresses into recognition and experience of broad potential impact during their remaining academic studies and into the future. Students espouse that coaching skills could be utilized in many aspects of their personal and professional lives. Finally, connections are made between their coaching experiences and research related to gender, leadership, and women in engineering retention issues.

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Section: Introductionmentioning

confidence: 66%

Section: Addressing the Original Questions Posed In The Studymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Gender in the Workplace: Peer Coaching to Empower Women in the Classroom and as Professionals

Groh¹

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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Gender Differences in Experiences of Leadership Emergence Among Emergency Medicine Department Chairs

Hobgood

Draucker

2022

JAMA Netw Open

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IMPORTANCEThe number of women entering medicine continues to increase, but women remain underrepresented at all tiers of academic rank and chair leadership in EM. The proportion of female chairs in EM has not exceeded 12% in 2 decades. OBJECTIVETo compare how male and female EM chairs experience leadership emergence, with attention to factors associated with support of the emergence of female chairs. DESIGN, SETTING, AND PARTICIPANTS This qualitative descriptive study was conducted between April 2020 and February 2021 at 36 US academic EM departments. Eligible participants were all current and emeritus female EM academic department chairs (with a possible cohort of 20 individuals) and an equal number of randomly selected male chairs. INTERVENTIONS Semistructured interviews were conducted via teleconferencing with an 11-item interview guide. MAIN OUTCOMES AND MEASURES Qualitative findings identifying similarities and gender differences in leadership emergence were collected. RESULTS Among 20 female chairs in EM, 19 women (mean [SD] age, 56.2 [7.1] years) participated inthe study (95.0% response rate). There were 13 active chairs, and 6 women were within 5 years of chair leadership. Among 77 male chairs in EM identified and randomized, 37 men were invited to participate, among whom 19 individuals (51.4%) agreed to participate; 18 men (mean [SD] age, 52.2 [7.5] years) completed their interviews. Reflecting upon their experiences of leadership emergence, male chairs saw leadership as their destiny, were motivated to be chairs to gain influence, were dismissive of risks associated with chairing a department, and were sponsored by senior male leaders to advance in leadership. Female chairs saw leadership as something they had long prepared for, were motivated to be chairs to make a difference, were cautious of risks associated with chairing a department that could derail their careers, and relied on their own efforts to advance in leadership. CONCLUSIONS AND RELEVANCEThis study found that experiences of leadership emergence differed by gender. These results suggest that leadership development strategies tailored to women should promote early internalization of leadership identity, tightly link leadership to purpose, cultivate active sponsorship, and encourage women's risk tolerance through leadership validation to support women's development as leaders and demonstrate a commitment to gender equity in EM leadership.

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Leading and Following: The Co‐Construction of Leadership

Beckley

2020

New Drctns Community Coll

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Taking Gender Into Account: Theory and Design for Women's Leadership Development Programs

Cited by 674 publications

References 76 publications

Gender in the Workplace: Peer Coaching to Empower Women in the Classroom and as Professionals

Gender in the Workplace: Peer Coaching to Empower Women in the Classroom and as Professionals

Gender Differences in Experiences of Leadership Emergence Among Emergency Medicine Department Chairs

Leading and Following: The Co‐Construction of Leadership

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