The Mirror and the Window: Making Implicit Perceptions of Leadership Explicit

Abstract

Images of leadership serve as mirrors reflecting assumptions and as windows revealing possibilities. We take a visual and less common methodological approach and highlight particular images by way of a linguistic and stylistic analysis. The foundation of this study—an archive of 8,283 images and essays—is noteworthy, since it represents nearly the entire population of undergraduates at an elite business school over the past 16 years. Our analysis reveals the salient commonalities and subtle differences in male and female perceptions. On one hand, the most frequently posted male and female images of leadership are assertive and concerned about the welfare of others and combine stereotypical and archetypal masculine and feminine characteristics. The act of leadership is also transformational and empowering rather than transactional and directive. On the other hand, the qualities of leadership are value-centric for both male and female students; but males are more inclined to see hierarchy and agentic qualities, while females are more likely to see communal characteristics. Moreover, the vast majority of images is male, but female students put a greater emphasis on gender nonspecified subjects and are twice as likely as male students to identify the subject of leadership as “ she.”

A two-nation investigation of leadership self-perceptions and motivation to lead in early adulthood: the moderating role of gender and socio-economic status

“…We specifically examine how gender and SES play a role in young adults' self-image as leaders, their beliefs in their future ability to lead and their motivation to pursue leadership in their future career. The focus on gender is pertinent because while considerable changes have taken place over the last 30 years regarding women in leadership roles, research suggests that implicit gender bias and the “glass ceiling” is still very much in place (Braddy et al , 2020; Greenhalgh and Maxwell, 2019; Hoyt and Simon, 2016; Sczesny, 2003) and minority groups including women remain underrepresented in leadership positions (Hoyt and Simon, 2016; Simon and Hoyt, 2012). Similarly researchers have long argued and presented robust empirical data to suggest that SES can have deleterious effects on careers and life prospects (Baldry, 2016; Polidano et al , 2013).…”

Advancing Leadership Education and Development: Integrating Adult Learning Theory

“…The primary goal within this orientation is for learners to master theoretical knowledge and, employing their own mental processing abilities, analyze and diagnose a novel situation. In their own models of leadership development, several leadership scholars have addressed the need to focus on this orientation—some through the lens of leadership theory/body of knowledge (Avolio, 1999; Collinson & Tourish, 2015; Conger, 1992; Greenhalgh & Maxwell, 2019; Hunt, 1991; Kellerman, 2018; McCauley, 2001; Schmidt-Wilk, 2011; Sugiyama et al, 2016; Yukl, 2002), some through the lens of mental processing/cognitive abilities (Kark, 2011; Lindebaum et al, 2018; Lord & Hall, 2005).…”

“Stop whining and be a badass”: a postfeminist analysis of university students' responses to gender themes

“…Prior research shows that business students conform to the masculine idea of management. This is perceptible in business school students' tendency to associate both managers (Fernandes and Cabral-Cardoso, 2003) and leadership (Greenhalgh and Maxwell, 2019) with men. Masculine notions also remain largely uncontested with students' acceptance of the gendered management playing field.…”