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

Autor/inn/en	Balkin, David B.; Treviño, Len J.; Straub, Caroline
Titel	The Effect of Gender Inequities in the Classroom and beyond in U.S. Business Schools
Quelle	In: Journal of Management Education, 46 (2022) 3, S.582-606 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Balkin, David B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1052-5629
DOI	10.1177/10525629211045604
Schlagwörter	Gender Differences; Sex Fairness; Gender Bias; Business Schools; Business Administration Education; Women Faculty; Teacher Student Relationship; Student Evaluation of Teacher Performance; Peer Relationship; Inclusion; Sex Role; Role Theory + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Sexualaufklärung; Geschlechterstereotyp; Frauenakademie; Weibliche Gelehrte; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Inklusion; Geschlechterrolle; Rollentheorie
Abstract	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. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01