The effect of gender Inequities in the classroom and beyond in U.S. business schools

Balkin, David B.; Trevino, Len J.; Straub, Caroline (2021). The effect of gender Inequities in the classroom and beyond in U.S. business schools Journal of Management Education, 46(3), pp. 582-606. SAGE 10.1177/10525629211045604

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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.

Item Type:	Journal Article (Original Article)
Division/Institute:	Business School > Institute for New Work Business School > Institute for New Work > Diversity and Inclusion Business School
Name:	Balkin, David B.; Trevino, Len J. and Straub, Caroline
Subjects:	H Social Sciences > H Social Sciences (General)
Publisher:	SAGE
Language:	English
Submitter:	Caroline Straub
Date Deposited:	29 Sep 2021 12:44
Last Modified:	24 Apr 2022 01:34
Publisher DOI:	10.1177/10525629211045604
Uncontrolled Keywords:	gender, equity, diversity, inclusion, social role theory, relational theory, perceived organizational inclusion frameworks
ARBOR DOI:	10.24451/arbor.15482
URI:	https://arbor.bfh.ch/id/eprint/15482