Bound by Stereotypes Elisabeth Kelan shows that many organizations make sweeping assumptions about working women – and men. Do you?



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Bound by Stereotypes

Elisabeth Kelan shows that many organizations make sweeping assumptions about working women – and men. Do you?

By: Elisabeth Kelan, Adapted from: From: Business Strategy Review, Spring 2008



http://communications.london.edu/aem/clients/LBS001/docs/lehmans/Business_Strategy_Review_Bound_by_Stereotypes.pdf
1. In an ideal world gender would not matter. We would be judged based on our own merit instead of on our gender. In actuality, the world is far from ideal, and conscious and unconscious assumptions about men and women influence our judgement. For example, although many women today are well-educated and earn their own income, there is still a tendency for women to marry men who are financially better off. The same is true in relation to the height of a potential partner, with women choosing men who are taller. These behaviours clearly reflect our unconscious ideals of masculinity and femininity.
Less committed?

2. There are many assumptions and stereotypes about men and women in business. One common stereotype about women is that they have children and are responsible for them, which means they are less committed workers. However, research has shown that women in leadership positions often do not have children. In a recent study undertaken by the Lehman Brothers Centre for Women in Business at London Business School, 52 percent of female team leaders reported that they do not have children. This means that, for 52 percent of women, childcare is not an issue. Of the 48 percent who have children, this does not mean that these women are less committed to their work than men, of whom 96 percent are fathers. The research showed, in fact, that for men, the negative effect of their home lives on work is much stronger than for women. This is counterintuitive to our assumptions and contradicts the stereotypes we have about both men and women.


3. Earlier research on corporate best practice in relation to women in the workforce also revealed underlying assumptions. Studies found that organizations usually follow four waves of initiatives in relation to women at work: measuring and counting women, creating flexible working practices, creating networks and developing women as leaders. What was interesting is that, while organizations try to create policies, such as flexible working practices, to allow women to combine their roles as workers and mothers, they are less adept at developing women as leaders.
4. Unfortunately, flexible working is seen as the "mommy track". Organizations are doing little to remove the stigma attached to flexible working and to make it a viable option for all workers, not just working mothers. That women are not developed as leaders possibly relates to unfair assumptions about the desire of women for leadership ("they would really rather stay at home") and their dedication to the organization ("they don't care as much about this business as male workers do").
5. There are also other career-related costs to stereotypes. In my research, I have found that women tell their career biographies differently from men, even when they are factually similar. The main difference I found in the narratives is that women tend to attribute their careers to coincidence, serendipity and luck. Women construct their stories in such a way that it appears they just "ended up" in a certain position.
6. Men, in contrast, tell different stories. According to them, their careers are the result of rationally planned action, of their goal to achieve. These stories fit in with stereotypes about men and women in society: men are active and self- determined, while women are passive; things "just happen" to them. In organizations, however, narratives with clear direction and a sense of purpose are preferred when it comes to hiring and promotion. Women not conforming to this ideal of masculinity lose out simply because they don't appear as loyal, committed and self-determined as men do.
7. Research has shown that women in the workplace are often in a Catch-22, or double bind. If they fulfill managerial ideals that are traditionally masculine, they may be seen as not feminine enough; but, if they are too feminine, they are not seen as managers. The same is true in regard to negotiation, pay and promotion. It is commonly assumed that women do not ask for a promotion or for more money but wait to be noticed and nominated. If women violate this rule, they are penalized by both men and women for doing so. While it makes economic and personal sense to ask for more, women doing so regularly get evaluated negatively for it.
Stereotypical?

8. Gender stereotypes are clearly powerful, but what are they exactly? They are commonly held beliefs about men and women as mutually exclusive groups. We can distinguish between descriptive gender stereotypes, how women and men behave, and prescriptive gender stereotypes, how men and women ought to behave. Stereotypes are used consciously or unconsciously to judge people and to put them into categories. These categorizations are useful in organizing a great deal of information into a manageable size but are limiting if one applies the stereotype indiscriminately without looking to the individual.


9. People have a strong belief that women and men behave differently due to either biology or socialization. This is, however, a false dichotomy. There is a constant interaction between biology and environment; and gender differences are changeable, for instance, through training. Overall, there seem to be very few gender differences that hold up under analysis. In meta-analysis (a statistical method in which the results from many studies on gender are analyzed together), measures of sexuality (such as attitudes towards sex in casual and committed relationships) and physical aggression were significant. In all other areas, no consistent gender difference was found.
10. Why do we then believe that men and women are fundamentally different?

Reasons for this are varied. There is, for instance, a tendency for people to see what they are looking for. If they see what they think is gender difference, this supports their belief in men and women being different. In addition, in academic research, it is known that studies that show no gender difference are not publishable, leading to those that show small-scale gender difference getting disproportionately blown up. The same is true for the media at large, in which gender difference seems to be easier to sell than gender similarity.


11. One can illustrate how gender stereotypes work in the following example of women and mathematics. It is generally assumed that women are not as good at mathematics as men. Therefore, if a woman has to take an exam in mathematics, she may unconsciously reflect on this and say to herself, "I am a woman and women are not good in mathematics, so I am probably not going to do well." She may put less effort in the exam and, consequently, do less well. This is, in effect, a self-fulfilling prophecy. Stereotypes influence our behaviour, and people may fear that the stereotype is correct. This fear in turn has detrimental effects on performance, a phenomenon called stereotype threat.
12. Management literature also illustrates the power of stereotypes. Earlier management literature simply excluded and ignored women. It was written about men, for men and by men. My research has shown that this has changed somewhat. Women now appear in management literature but usually in rather stereotypical roles. An example is the construction "mompreneur" used in one book. A mompreneur results from the combination of mother and entrepreneur, a mother who decided to set up her own business to spend more time with her children, as the stereotype has it. The fact that many women choose to set up their own businesses - because of barriers in traditional organizations that do not allow them to use their full potential or for other reasons - is ignored. What would be innovative is to stop viewing women as potential mothers and thereby as potential problems. One could, in fact, see men as potential fathers, who might want to become "dadpreneurs".
Change for the better?

13. If gender stereotypes are pervasive, how can they be changed? Following are a few of the ways to challenge and change gender stereotypes.


14. Make gender stereotypes visible

Often stereotypes lurk in the dark and we are not aware of them. However, on a conscious level, we find them irrelevant. If we spell out gender stereotypes, this brings stereotypes to the conscious level. Research has shown that women are given higher prices when negotiating for cars, even when they use the same bargaining strategies as men. Here the stereotype that women are less effective in negotiations is served. If the stereotype is voiced, it becomes obvious and women react to it. This may happen because women want to do extra well to counteract the stereotype.


15. Reprogramme stereotypes

Stereotypes are social constructions and, therefore, are flexible; they can be changed by giving them a different meaning. An obvious example is role models. One could, for instance, point out a highly successful business-woman who is an excellent negotiator to dispel the stereotype that women are weaker negotiators than men. One can also link successful performance with stereotypical feminine skills. For instance, it is possible to construct a good negotiator as someone who is a good listener and sensitive to the feelings of others, skills usually associated with women. However, we have to be careful not to repeat and reverse stereotypes; the goal is to make them irrelevant in the long run.


16. Question assumptions

Many of the assumptions we make do not hold up under scrutiny. For example, there is an assumption of gender difference regarding spatial thinking; some assume that women are less capable of managing three-dimensional challenges. However, a recent study showed that playing an action video game for only 10 hours eliminates the gender difference in spatial attention and decreases the gender difference in mental rotation ability. These effects were the same when people were tested again after five months. Rather than focusing on elements in relation to gender we cannot change, it makes more sense to focus on assumptions we can actually change.


17. Stereotypes are deeply rooted in our belief system, whether consciously or not. Attempts to change something so central to us will be met by resistance; therefore, incremental change is better than drastic change. Those who challenge stereotypes need to be patient with others since they rely on stereotypes to make sense of the world. But, it is vitally important that we continually question our own assumptions and stereotypes and become aware of them. It might then be possible to see someone not as a man or a woman but rather as a person, a human being, a colleague.
Resources

J.S. Hyde, "The gender similarities hypothesis", American Psychologist 60, no. 6, 2005.

Elisabeth K. Kelan, "The discursive construction of gender in contemporary management literature", Journal of Business Ethics, www.springerlink.com/ content/u137u4t00521503j.

L. Roberson and C. Kulik, "Stereotype threat at work", Academy of Management Perspectives 21, no. 2, 2007.

http://www.london.edu/assets/documents/PDF/May_2007_Corporate_Best_Practice_Report.pdf

http://www.london.edu/assets/documents/Word/Innovative_Potential_NOV_2007.pdf




Exercises adapted from Minna Lipner

Bound by Stereotypes – Exercises
I. Pre-Reading

1. What stereotype about women is illustrated by the picture below?



2. With a partner, make a list of some other common stereotypes about men and women.



Stereotypes about men

Stereotypes about women






3. Choose two stereotypes from your list above. For each one, how might these stereotypes affect people’s behavior?

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________
II. Global Reading

1. Survey the article by reading the introduction and the subtitles. Do the subtitles help you understand what each section is about? YES / NO

2. Now, skim the article by reading the first sentence of paragraphs 2-17. Then write a new subtitle for each section that better reflects its contents.

I. Par. 1: Introduction

II. Par. 2-7: _______________________________________________________

III. Par. 8-12: _____________________________________________________

IV. Par. 13-16: ____________________________________________________

V. Par. 17: Conclusion
III. Close Reading Questions

1. What is the difference between the ideal world and the real world?



Fill in the blanks to answer the question.

Whereas in the real world, ______________________________ affects how people are judged, in the ideal world _____________________________ determines how people are judged.


2. (par. 1) What point is illustrated by the example of a potential partner’s height?

_________________________________________________________________


3. Why does the author discuss the research done by the Lehman Brothers Centre for Women in Business?

a. To demonstrate why women in business usually don’t have children.

b. To show that our ideas about working men and women are sometimes wrong.

c. To prove that men in leadership positions are less committed to their jobs.

d. To illustrate the differences between working men and women.
4. In paragraphs 3 and 4, the writer discussed the action taken by companies regarding female workers.

a. What do the organizations do to help women?

_________________________________________________________________

b. What criticism does the writer have about these company policies?

_________________________________________________________________

_________________________________________________________________

5. a. What is the difference between the way women and men discuss their careers?

Women usually say that their careers resulted from _______________________, while men usually attribute their careers to ______________________________.


b. What may be the result of this for women?

_________________________________________________________________


6. (Par. 7) Which behaviors at work may be damaging for women because they are typical of males?

a. _______________________________________________________________

b. _______________________________________________________________
7. Underline the definitions of the following terms in paragraphs 8-9:

a. gender stereotypes

b. descriptive gender stereotypes

c. prescriptive gender stereotypes

d. meta-analysis
8. What is the advantage and disadvantage of gender stereotypes?

Advantage: _______________________________________________________

_________________________________________________________________

Disadvantage: _____________________________________________________

_________________________________________________________________
9. a. According to the author, what causes gender differences?

_________________________________________________________________

b. Are these differences stable throughout life? YES / NO

Explain why or why not.

_________________________________________________________________

_________________________________________________________________

c. On the whole, according to the writer, are men and women more different or more similar? DIFFERENT / SIMILAR
10. In which two areas are men and women truly different?

_________________________________________________________________


11. Why do people tend to believe that men and women are different?

a. _______________________________________________________________

b. If research proves that men and women are similar, _____________________

_________________________________________________________________

c. The media presents ______________________________________________

12. Fill in the following cause-effect chart to show how the gender stereotype about women and mathematics works.



Stereotype: People assume that women are not good at math.

A woman has to take a math test.















The woman doesn’t do as well as she should on the test.

13. What is “stereotype threat”?

__________________________________________________________________________________________________________________________________

14. a. What is a “mompreneur”? __________________________________________

_________________________________________________________________

b. What idea is illustrated by the example of “mompreneurs”?

_________________________________________________________________

15. At the end of the article, the writer lists three methods of changing gender stereotypes. Which method is illustrated by each example below?

a. Talk about your sister who won the math prize in her school. _________________________________

b. Check to see if men can become better listeners after a training workshop.

_________________________________

c. Emphasize the fact that good managers are those who understand other people’s feelings. _________________________________

d. Discuss (especially in front of women) how people think women are bad drivers. _________________________________

16. (par. 17) According to the writer, what is the most important thing to do to deal with stereotypes?

_________________________________________________________________

_________________________________________________________________



IV. Post-Reading Activity

Discuss the following questions in a group.

1. The writer states that men and women are similar in most areas (par. 9). Do you agree with this? Why or why not?

2. How do you think people should deal with unfair gender stereotypes?
V. Reduced Adjective Clauses

In each of the sentences below (taken from the text), mark the main subject and verb and underline the reduced adjective clause. Then answer the comprehension questions after each sentence.

1. (Par. 2) In a recent study undertaken by the Lehman Brothers Centre for women in Business at London Business School, 52 percent of female team leaders reported that they do not have children.



Which study provided the statistics on female team leaders?

___________________________________________________________________

2. (Par. 4) Organizations are doing little to remove the stigma attached to flexible working and to make it a viable option for all workers, not just working mothers.

What kind of stigma is not dealt with by organizations?

___________________________________________________________________



What should organizations provide as an option for both working mothers and other workers?

___________________________________________________________________

3. (Par. 5) The main difference I found in the narratives is that women tend to attribute their careers to coincidence, serendipity and luck.

What is the difference that the writer discovered in the narratives?

___________________________________________________________________

4. (Par. 6) Women not conforming to this ideal of masculinity lose out simply because they don’t appear as loyal, committed and self-determined as men do.

Which women are less successful?

Women who _________________________________________________________

5. (Par. 7) While it makes economic and personal sense to ask for more, women doing so regularly get evaluated negatively for it.

Which women are assessed in a negative light?

___________________________________________________________________

6. (Par. 12) An example is the construction “mompreneur” used in one book.

How did the term “mompreneur” become known?

___________________________________________________________________

7. (Par. 16) Many of the assumptions we make do not hold under scrutiny.

Which assumptions are not supported?

___________________________________________________________________



Bound by Stereotypes – Vocabulary
Find and underline the following words in the text.

Word

Also in par. #




Word

Also in par. #

Paragraph 1







Paragraph 6




  1. (to be) better off (adj.)







11. conform




  1. feminine (adj.)/ femininity (n.)







Paragraph 7




  1. masculine (adj.)/ masculinity (n.)







12. negotiation




  1. conscious / unconscious (adj.)







13. penalize (v) / penalty (n.)




  1. tendency / tend to (v.)







14. violate (v) / violation (n)



















Paragraph 2







Paragraph 11




6. committed (adj.) / commit (v.)







15. illustrate (v)




7. initiative (n.)







16. (self-fulfilling) prophecy



















Paragraph 3







Paragraph 12




8. reveal (v.)







17. exclude (v.) / exclusive (adj.)

8










18. ignore (v.)




Paragraph 4













9. rather (all different meanings)

12, 16,17




Paragraph 17




Paragraph 5







19. question (v.)




10. coincidence (n.)







20. resistance (n.) / resist (v.)





Exercise 1: Sentence Completion

The words in bold print are from the text. Use your knowledge of their meanings to complete the sentences below with your own words.

1. When Ran sleeps less than four hours a night, he has a tendency to _________

________________________________________________________________

2. On the first day of class, the teacher announced that the penalty for cheating on a test would be ____________________________________________________

3. My parents want me to conform to society’s expectations, but I resist this. For example, ________________________________________________________

_______________________________________________________________

4. Some people waste a lot of money buying designer clothing. However, I think they’d be better off ________________________________________________.
5. Some couples show their commitment to each other by ___________________

________________________________________________________________.

6. Whenever Erez lies, he unconsciously ________________________________. If he were conscious of this, he would probably __________________________.

7. People who violate the “no cellphone” rule at a movie should _______________

_________________________________________________________________

8. People with a lot of initiative often _____________________________________

________________________________________________________________

9. The best way to negotiate a better price at the store ______________________

________________________________________________________________.

10. A typical feminine response to seeing a spider is to _______________________

________________________________________________________________

A typical masculine response is to ____________________________________.

11. An example of a self-fulfilling prophecy: if someone always tells a child that she is smart, she will probably ___________________________________________
Exercise II: Finding Synonyms

For each of the following words, find a synonym in the text.

1. expose, show (par. 3) _______________________________________________

2. chance or luck (par. 5) ______________________________________________

3. to keep out/leave out (par. 12) ________________________________________

4. pay no attention to (par. 12) _________________________________________
Exercise III: Words With Multiple Meanings

The words below have more than one meaning. Write the meaning of each word on the lines according to the context in the sentence (you may write in Hebrew). Which meaning of the word is used in the text?

1. rather

a. At the end of the school year, rather than celebrating, most students get ready for exams.

OR The end of the school year is not a reason for students to celebrate. Rather, it’s a time to get ready for exams.

_________________________________________________________________

b. What would you rather eat: ice cream or steak?

_________________________________________________________________

c. This article is rather hard, though not as hard as last week’s. Do you have an easier one for me?

_________________________________________________________________



Meaning in the text (par. 4, 12, 16, 17):

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

2. commit

a. Sometimes, young people commit crimes because they are bored; we must help them find more productive things to do!

_________________________________________________________________

b. Bob is so committed to his family that he always puts them before his work.

_________________________________________________________________

Meaning in the text (par. 2): _________________________________________

3. illustrate

a. Bill has illustrated many children’s books; his pictures are well-known around the world.

_________________________________________________________________

b. This example illustrates my point exactly.

_________________________________________________________________



Meaning in the text (par. 11): _______________________________________

4. question

a. This article presents answers to three questions.

_________________________________________________________________

b. The results of this study question whether the new drug really works.

_________________________________________________________________

c. The police questioned the suspects for several hours.

_________________________________________________________________



Meaning in the text (par. 17): _______________________________________
Exercise IV: Affixes

The words in the chart below all have affixes (prefixes and suffixes). Fill in the chart to show the different parts of each word and its definition.


Word

Parts (prefix, root, suffix)

Definition

1. counterintuitive (par. 2)







2. publishable (par. 10)







3. disproportionately (par. 10)







4. counteract (par. 14)







5. reprogramme (par. 15)










__________________________________________________________________________

Bound by Stereotypes /


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