Using Power to Influence Outcomes

Abstract

The conventional definitions of power and masculinity are tightly conflated. The same words that are often used to describe power, such as authority, control, and decisiveness, are also often used to define masculinity. Where does that leave women in building and using power? Even as feminist scholars attempt to decouple the definition of power from masculinity by expanding power paradigms, cultural norms in the Unites States are still such that there is an expectation of women to be collaborative and self-sacrificing. As a result, many women are reluctant to use "masculine" power, or when they do, they are faced with the double bind: Be powerful but unfeminine. This exercise allows both female and male students to explore their personal relationship with power and how they build and use power to influence outcomes. The exercise fosters a rich discussion about cultural definitions and expectations on power and the double binds they create for both men and women.

Mutiny in the Band of Brothers: A Juxtaposition of Two Leaders

“…The societal and military context that limited inclusivity with respect to race and gender is a timely opening for instructors to facilitate such a discussion and critical analysis. Other films like Hidden Figures (Guzmán, 2019) and Wonder Woman (Urick & Sprinkle, 2019) may be shown subsequent to Currahee as a way to explore different organizational contexts and societal norms as they pertain to gender dynamics in leadership (Ibarra & Obodaru, 2009; Trinidad & Normore, 2005), power dynamics (Shapiro et al, 2011), and follower voice (McClean et al, 2018).…”

Teaching-Related Benefits of Editing a Pedagogical Journal

“…Concepts taught in my courses have become not only more concrete but also more personally meaningful for students through the use of JME exercises. For example, in my management course, JME activities have been used to illuminate abstract concepts such as ethical stances (James & Smith, 2007), emotional expression at work (Gibson, 2006) and uses of power and influence (Shapiro, Ingols, & Blake-Beard, 2011). Similarly, my leadership and teamwork course has become a laboratory for practice and self-knowledge through additions of a writing assignment (Sommers, 1991); brief but recurring opportunities for student leadership practice (adapted from André, 2011); and an experiential team-based simulation (Rollag & Parise, 2005).…”

Gender Equality in International Business Education

“…By assuming this active role, business educators can draw from knowledge related to gender equality in organizational settings. Specific examples include the meaning of masculinity and femininity (e.g., Shapiro et al, 2011; Simpson, 2006) and female development programs (Ely et al, 2011), while general topics include business ethics (e.g., O’Brien et al, 2017; Park & Elsass, 2017) and international business ethics (e.g., Gastón de los Reyes et al, 2017; Taft & White, 2007; White & Taft, 2004). Although such efforts offer insightful perspectives on gender-related issues, and more generally on overviews of the literature in business ethics and international business ethics, they also demonstrate significant gaps not currently explained by international business education scholars.…”