The Gender-Differential Impact of Work Values on Prospects in Research Careers

Abstract

Women are strongly underrepresented at top positions in research, with some research suggesting the postdoctoral career stage is a critical stage for female researchers. Drawing on role congruity theory and social cognitive career theory, we tested the gender-differential impact of work values (extrinsic rewards–oriented work values and work–life balance values) on subjective career success and supports from supervisors (leader–member exchange) and team members. We conducted an online survey with male and female postdoctoral scientists (N = 258). As hypothesized, the positive relationship between extrinsic rewards–oriented work values and subjective career success and supports was stronger for male researchers than for female researchers. Results on work–life balance values were less conclusive. These findings support the idea that gendered appraisal processes may affect career-relevant outcomes.

Gender Influences on Career Development

“…The World Values Survey, published in 2008, already indicated a smaller number of differences between genders (Warr, 2008); and more recent data also suggests that this pattern is changing. Data collected among postdoctoral scientists showed that female scientists assigned extrinsic rewards-oriented work values (promotion, autonomy) a higher relevance than male scientists (Hüttges & Fay, in press).…”

#Trending topics in careers: a review and future research agenda

“…There was a variety of studies examining gender, including studies that explicitly focused on gender differences (e.g. Hüttges and Fay, 2015;Kim et al, 2015;Kulik et al, 2016;Whitmarsh and Wentworth, 2012), studies that used it more as an indirect measure (e.g. a moderator) (e.g.…”

Improving Career Decision Self-Efficacy and STEM Self-Efficacy in High School Girls: Evaluation of an Intervention

“…The effect of gender and ethnicity on career decision-making among adolescents may be underestimated (Gottfredson, 2005; M. T. Wang & Degol, 2013). Research has documented that the processes of career decision-making are more complex and restrictive for women than for men (Betz, 2014;Betz & Fitzgerald, 1987;Blustein, Kenna, Gill, & DeVoy, 2008;Fitzgerald, Fassinger, & Betz, 1995;Hüttges & Fay, 2015), and many researchers have noted the need for career interventions to specifically address the effects of gender on career development (Harmon & Meara, 1994;Jepson, 1992;Langowitz, Allen, & Godwyn, 2013). Underrepresented minority students are more likely to face institutional-and individual-level discrimination and stereotyping that may impede STEM success (C. Brown, Alabi, Huynh, & Masten, 2011;Grossman & Porche, 2014).…”