scholarly journals The Influence of Gender Stereotypes on Role Adoption in Student Teams

2020 ◽  
Author(s):  
Lorelle Meadows ◽  
Denise Sekaquaptewa
Keyword(s):  
Gender Stereotypes ◽  
Student Teams ◽  
Role Adoption

scholarly journals Team Role Adoption and Distribution in Engineering Project Meetings

2020 ◽  
Vol 10 (2) ◽  
pp. 57 ◽  
Author(s):  
Kristina Nestsiarovich ◽  
Dirk Pons
Keyword(s):  
Social Engagement ◽  
Vital Role ◽  
Behaviour Pattern ◽  
Personal Agency ◽  
Personal Factors ◽  
Structured Interviews ◽  
Engineering Project ◽  
Project Completion ◽  
Student Teams ◽  
Role Adoption

Team communication plays a vital role in engineering management, however, there is a paucity of work that examines how team roles emerge as a response to the communicative processes between participants. This research explored role adoption using qualitative methods comprising observations, questionnaires and semi-structured interviews. Five student teams doing final year projects at a university in New Zealand were observed during the academic year and then interviewed at the final stage of project completion. A number of team roles in the engineering context were identified for students and their supervisors: Explorer; Initiator; Facilitator; Active and Passive Information Provider; Outsider; Active and Passive Connector; Passive Collector; Arbitrator; Gatekeeper and Representative. Personal factors, such as social sensitivity, were correlated with the choice of team behaviour pattern. In addition, the team roles could be arranged in circular order to create a circumplex, the two axes of which were identified as Personal Agency/Communion and Social engagement/Social disengagement.

scholarly journals Communication Adjustment in Engineering Professional and Student Project Meetings

2020 ◽  
Vol 10 (7) ◽  
pp. 111
Author(s):  
Kristina Nestsiarovich ◽  
Dirk Pons ◽  
Sid Becker
Keyword(s):  
Emotional Regulation ◽  
Project Teams ◽  
Communication Style ◽  
Engineering Student ◽  
Diagram Method ◽  
Mixed Methods Approach ◽  
Interaction Diagram ◽  
Student Teams ◽  
Micro Level ◽  
Role Adoption

Background: communication is important for project teams. There is a need to better understand how members respond to communication at project meetings, and how this affects the team roles the participants adopt. Methods: observational data were collected from (a) two engineering organisations and (b) five university engineering student teams. A mixed methods approach was used, comprising observations (recorded with the interaction diagram method), questionnaires and interviews. Results: participants adjusted their communication style to the behaviour of other people and to different communication settings. This happened with three different dynamics: micro-level (grounding processes in conversation), mezzo-level (emotional and rational regulation) and macro-level (over a period of time). Originality: a new theory was presented for the process of team behaviour during project meetings; specifically, role adoption and communication behavioural changes. Participants change their team roles within three different dynamics: at the macro-, mezzo- and micro-levels, corresponding to the organisation, project and meeting, respectively. The changing of team roles in project meetings arises from rational and emotional regulation. The findings have the potential to assist managers and supervisors to better understand and manage the team dynamics on their projects.

Quota Women Are Threatening to Men

2017 ◽  
Vol 76 (3) ◽  
pp. 107-116 ◽  
Author(s):  
Klea Faniko ◽  
Till Burckhardt ◽  
Oriane Sarrasin ◽  
Fabio Lorenzi-Cioldi ◽  
Siri Øyslebø Sørensen ◽  
...  
Keyword(s):  
Decision Making ◽  
Organizational Performance ◽  
Gender Stereotypes ◽  
Perceived Threat ◽  
Preferential Treatment ◽  
Public Sector Employees ◽  
Different Types ◽  
Low Levels ◽  
Women In Decision Making ◽  
The Impact

Abstract. Two studies carried out among Albanian public-sector employees examined the impact of different types of affirmative action policies (AAPs) on (counter)stereotypical perceptions of women in decision-making positions. Study 1 (N = 178) revealed that participants – especially women – perceived women in decision-making positions as more masculine (i.e., agentic) than feminine (i.e., communal). Study 2 (N = 239) showed that different types of AA had different effects on the attribution of gender stereotypes to AAP beneficiaries: Women benefiting from a quota policy were perceived as being more communal than agentic, while those benefiting from weak preferential treatment were perceived as being more agentic than communal. Furthermore, we examined how the belief that AAPs threaten men’s access to decision-making positions influenced the attribution of these traits to AAP beneficiaries. The results showed that men who reported high levels of perceived threat, as compared to men who reported low levels of perceived threat, attributed more communal than agentic traits to the beneficiaries of quotas. These findings suggest that AAPs may have created a backlash against its beneficiaries by emphasizing gender-stereotypical or counterstereotypical traits. Thus, the framing of AAPs, for instance, as a matter of enhancing organizational performance, in the process of policy making and implementation, may be a crucial tool to countering potential backlash.

Yes I Can!

2015 ◽  
Vol 46 (2) ◽  
pp. 76-92 ◽  
Author(s):  
Dries Vervecken ◽  
Bettina Hannover
Keyword(s):  
Middle Childhood ◽  
Gender Stereotypes ◽  
Self Efficacy ◽  
Vocational Interests ◽  
Primary School Students ◽  
School Students ◽  
Employment Goals ◽  
Linguistic Intervention ◽  
Male Occupations ◽  
Linguistic Backgrounds

Many countries face the problem of skill shortage in traditionally male occupations. Individuals’ development of vocational interests and employment goals starts as early as in middle childhood and is strongly influenced by perceptions of job accessibility (status and difficulty) and self-efficacy beliefs. In this study, we tested a linguistic intervention to strengthen children’s self-efficacy toward stereotypically male occupations. Two classroom experiments with 591 primary school students from two different linguistic backgrounds (Dutch or German) showed that the presentation of occupational titles in pair forms (e.g., Ingenieurinnen und Ingenieure, female and male engineers), rather than in generic masculine forms (Ingenieure, plural for engineers), boosted children’s self-efficacy with regard to traditionally male occupations, with the effect fully being mediated by perceptions that the jobs are not as difficult as gender stereotypes suggest. The discussion focuses on linguistic interventions as a means to increase children’s self-efficacy toward traditionally male occupations.

Macho Nachos

2015 ◽  
Vol 46 (4) ◽  
pp. 182-196 ◽  
Author(s):  
Luke (Lei) Zhu ◽  
Victoria L. Brescoll ◽  
George E. Newman ◽  
Eric Luis Uhlmann
Keyword(s):  
Gender Stereotypes ◽  
Food Packaging ◽  
Food Preferences ◽  
Healthy Food ◽  
Psychological Reactance ◽  
Unhealthy Food ◽  
Healthy Foods ◽  
Gender Schema ◽  
Male And Female ◽  
Schema Congruity

Abstract. The present studies examine how culturally held stereotypes about gender (that women eat more healthfully than men) implicitly influence food preferences. In Study 1, priming masculinity led both male and female participants to prefer unhealthy foods, while priming femininity led both male and female participants to prefer healthy foods. Study 2 extended these effects to gendered food packaging. When the packaging and healthiness of the food were gender schema congruent (i.e., feminine packaging for a healthy food, masculine packaging for an unhealthy food) both male and female participants rated the product as more attractive, said that they would be more likely to purchase it, and even rated it as tasting better compared to when the product was stereotype incongruent. In Study 3, packaging that explicitly appealed to gender stereotypes (“The muffin for real men”) reversed the schema congruity effect, but only among participants who scored high in psychological reactance.

Smart Girls, Dumb Boys!?

2014 ◽  
Vol 45 (2) ◽  
pp. 112-126 ◽  
Author(s):  
Martin Latsch ◽  
Bettina Hannover
Keyword(s):  
Secondary School ◽  
Stereotype Threat ◽  
Gender Stereotypes ◽  
Secondary School Students ◽  
Learning Goals ◽  
School Students ◽  
Compensatory Strategies ◽  
Media Portrayal ◽  
Stereotype Lift ◽  
The Media

We investigated effects of the media’s portrayal of boys as “scholastic failures” on secondary school students. The negative portrayal induced stereotype threat (boys underperformed in reading), stereotype reactance (boys displayed stronger learning goals towards mathematics but not reading), and stereotype lift (girls performed better in reading but not in mathematics). Apparently, boys were motivated to disconfirm their group’s negative depiction, however, while they could successfully apply compensatory strategies when describing their learning goals, this motivation did not enable them to perform better. Overall the media portrayal thus contributes to the maintenance of gender stereotypes, by impairing boys’ and strengthening girls’ performance in female connoted domains and by prompting boys to align their learning goals to the gender connotation of the domain.

Gender Stereotypes: Causes and Consequences

1989 ◽  
Vol 34 (7) ◽  
pp. 678-679
Author(s):  
Susan A. Gelman
Keyword(s):  
Gender Stereotypes
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