Closing the Gender Gap in the Business Classroom: Focus on Finance

Autor/inn/en	Ramirez, Andres; Lofgren, Joan
Titel	Closing the Gender Gap in the Business Classroom: Focus on Finance
Quelle	In: Journal of International Education in Business, 16 (2023) 2, S.204-225 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2046-469X
DOI	10.1108/JIEB-05-2022-0038
Schlagwörter	Gender Differences; Business Administration Education; International Trade; Capstone Experiences; Student Attitudes; Finance Occupations; Cultural Influences; Cross Cultural Studies; Simulation; Undergraduate Students; Sex Role; Foreign Students; Foreign Countries; Self Efficacy; Experiential Learning; United States; Finland + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Trade; International relations; Handel; Internationale Beziehungen; Schülerverhalten; Finanzbuchhalter; Cultural influence; Kultureinfluss; Cultural comparison; Kulturvergleich; Simulation program; Simulationsprogramm; Geschlechterrolle; Ausland; Self-efficacy; Selbstwirksamkeit; Experiental learning; Erfahrungsorientiertes Lernen; USA; Finnland
Abstract	Purpose: Finance is a male-dominated field of work. This study aims to understand if learning in finance follows the same pattern. Furthermore, the authors want to understand if foreign female students are subject to the same cultural norms and sorting mechanisms as their counterparts from the USA or Finland. Design/methodology/approach: In the context of a capstone course, students of two well-known international business programs (one in the USA, the other in Finland) participate in a business simulation. The authors surveyed the students on their learning experience across different business functions. The authors collected 440 responses over five years. Findings: A gender gap exists in learning finance. Females surveyed reported learning less (9%-15%) than males. However, foreign females reported learning more (11%-17%). Additionally, the authors find no gender gap in learning of other business functions (i.e. marketing and strategy). Foreign females seem to bypass traditional roles and sorting mechanisms. Originality/value: To the best of the authors' knowledge, this study is the first to document the moderating effect of foreignness on the gender gap in learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01