The Effect of Gender Inequities in the Classroom and Beyond in U.S. Business Schools

When women teach management in U.S. business schools they are likely to experience more gender inequities than men. In this essay we examine three dimensions of management teaching where gender inequities are likely to occur: (1) student-faculty interactions; (2) student evaluations of teaching; and (3) interactions between faculty peers. The types of inequities experienced by women when they teach include feeling social pressure to submit to ad hoc student demands for personal favors and emotional support that infringe on a professor’s time; having their teaching performance judged from student evaluations of teaching that are subject to gender bias; and experiencing lower levels of organizational inclusion compared to their male colleagues. We utilize theoretical logic from social role theory, relational practice, and perceived organizational inclusion frameworks supported by the research literature to provide greater insight as to why women are likely to experience more adversity when they teach management in business schools. After we explain the basis for gender inequities we prescribe action steps that should improve equity for all faculty who teach management. Finally, we provide a call-to-action for business school administrators to implement action steps to make an equitable teaching culture a reality.

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Hold the Torch: Shining a Light on the Lives of Black Management Faculty

Journal of Management ◽

10.1177/0149206320968621 ◽

2020 ◽

Vol 47 (2) ◽

pp. 351-367

Author(s):

Toyah L. Miller ◽

Curtis L. Wesley ◽

Myrtle P. Bell ◽

Derek R. Avery

Keyword(s):

Social Networks ◽

Classroom Management ◽

Job Search ◽

Business Schools ◽

Student Evaluations ◽

Minority Faculty ◽

Job Market ◽

Student Evaluations Of Teaching ◽

Promotion And Tenure ◽

Diversity Research

In light of recent heightened attention to equity, justice, and race in society and organizations, in this commentary, we focus on the experiences of Black management faculty from job search to promotion and tenure. In formulating our ideas, we draw from diversity research conducted within and outside of the management field, including research on minority faculty, coupled with experiences of our own and of Black colleagues. We discuss race-based disparities in such areas as mentoring, social networks, job market experiences, classroom management and student evaluations of teaching, and service demands. We offer suggestions for allies to pursue equity, justice, and inclusion in management departments and business schools.

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Contesting Roles: Rising Powers as “Net Providers of Security”

Journal of Global Security Studies ◽

10.1093/jogss/ogaa034 ◽

2020 ◽

Author(s):

Courtney J Fung ◽

Shing-hon Lam

Keyword(s):

Ad Hoc ◽

Identity Management ◽

Role Theory ◽

Social Role ◽

Burden Sharing ◽

Rising Powers ◽

Theoretical Contribution ◽

Policy Goals ◽

The Us ◽

Role Adoption

Abstract What is a “net provider of security,” or a “global security provider”? How are such roles adopted by rising powers? We define a net provider of security as a social role, when an actor provides novel, niche, and functionally differentiated security duties, supporting burden-sharing in providing public goods. The nascent literature on these US-vectored roles characterizes role adoption as largely successful. However, rising powers contest the US-designated net provider of security role. Rising powers have stated or latent foreign policy goals to shape international order in their strategic vision, reflecting ideational capacity to reconceptualize their role in global politics, or a material capacity to reposition their rank. Building upon insights from role theory, we illustrate that rising powers exploit temporal and rhetorical ambiguities and leverage their material and ideational resources to execute role differentiation through three micro-processes of role resistance—role acknowledgment, role task rejection, and role task substitution—used to promote an idiosyncratic role, casting the US-vectored role as non-functional, non-representational, and untenable. We examine crucial cases of rising powers, India and China, to develop our theoretical contribution. Our findings speak to the literatures on the logic of identity management, rhetoric in international politics, the taxonomy of contemporary ad hoc security arrangements, and the epistemological project of globalizing international relations.

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Fit and Congruency

Journal of Personnel Psychology ◽

10.1027/1866-5888/a000233 ◽

2019 ◽

Vol 18 (3) ◽

pp. 148-156

Author(s):

Mary Hogue ◽

Lee Fox-Cardamone ◽

Deborah Erdos Knapp

Keyword(s):

Role Theory ◽

Social Role ◽

Gender Diversity ◽

Job Fit ◽

Cross Sectional Survey ◽

Cross Sectional ◽

Working Adults ◽

Role Congruity ◽

Self Selection ◽

Selection Of

Abstract. Applicant job pursuit intentions impact the composition of an organization’s applicant pool, thereby influencing selection outcomes. An example is the self-selection of women and men into gender-congruent jobs. Such self-selection contributes to a lack of gender diversity across a variety of occupations. We use person-job fit and the role congruity perspective of social role theory to explore job pursuit intentions. We present research from two cross-sectional survey studies (520 students, 174 working adults) indicating that at different points in their careers women and men choose to pursue gender-congruent jobs. For students, the choice was mediated by value placed on the job’s associated gender-congruent outcomes, but for working adults it was not. We offer suggestions for practitioners and researchers.

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