Extended data for Gender, Career and Leadership

Gender, Career and Leadership

Institution

Eötvös Loránd University

Organizational Unit

PPK Institute of Psychology

Related programme

Psychology

Code

PSZM21-MO-VEZ-110

ECTS

4

ISCED code

0313 Psychology

Language of instruction

English

Academic term

1/2

Title

Gender, Career and Leadership hu

Gender, Career and Leadership en

Berdahl, J. L., Cooper, M., Glick, P., Livingston, R. W., & Williams, J. C. (2018). Work as a masculinity contest. Journal of Social Issues, 74(3), 422-448. Cheryan, S., & Markus, H. R. (2020). Masculine defaults: Identifying and mitigating hidden cultural biases. Psychological Review, 127(6), 1022. Kark, R., Waismel-Manor, R., & Shamir, B. (2012). Does valuing androgyny and femininity lead to a female advantage? The relationship between gender-role, transformational leadership and identification. The Leadership Quarterly, 23(3), 620-640. Dormanen, R., Sanders, C. S., Maffly-Kipp, J., Smith, J. L., & Vess, M. (2020). Assimilation Undercuts Authenticity: A Consequence of Women’s Masculine Self-Presentation in Masculine Contexts. Psychology of Women Quarterly, 44(4), 488-502. Goodwin, R. D., Dodson, S. J., Chen, J. M., & Diekmann, K. A. (2020). Gender, Sense of Power, and Desire to Lead: Why Women Don’t “Lean In” to Apply to Leadership Groups That Are Majority-Male. Psychology of Women Quarterly, 44(4), 468-487. Bruckmüller, S., Ryan, M. K., Rink, F., & Haslam, S. A. (2014). Beyond the glass ceiling: The glass cliff and its lessons for organizational policy. Social issues and policy review, 8(1), 202-232. Derks, B., Ellemers, N., Van Laar, C., & De Groot, K. (2011). Do sexist organizational cultures create the Queen Bee?. British Journal of Social Psychology, 50(3), 519-535. Morgenroth, T., Ryan, M. K., & Sønderlund, A. L. (2020). Think Manager–Think Parent? Investigating the fatherhood advantage and the motherhood penalty using the Think Manager–Think Male paradigm. Journal of Applied Social Psychology. Diehl, A. B., Stephenson, A. L., Dzubinski, L. M., & Wang, D. C. (2020). Measuring the invisible: Development and multi‐industry validation of the Gender Bias Scale for Women Leaders. Human Resource Development Quarterly. Feenstra, S., Begeny, C. T., Ryan, M. K., Rink, F. A., Stoker, J. I., & Jordan, J. (2020). Contextualizing the Impostor “Syndrome”. Frontiers in Psychology, 11, 3206. Morgenroth, T., Ryan, M. K., Rink, F., & Begeny, C. (2020). The (in) compatibility of identities: Understanding gender differences in work–life conflict through the fit with leaders. British Journal of Social Psychology.

Berdahl, J. L., Cooper, M., Glick, P., Livingston, R. W., & Williams, J. C. (2018). Work as a masculinity contest. Journal of Social Issues, 74(3), 422-448. Cheryan, S., & Markus, H. R. (2020). Masculine defaults: Identifying and mitigating hidden cultural biases. Psychological Review, 127(6), 1022. Kark, R., Waismel-Manor, R., & Shamir, B. (2012). Does valuing androgyny and femininity lead to a female advantage? The relationship between gender-role, transformational leadership and identification. The Leadership Quarterly, 23(3), 620-640. Dormanen, R., Sanders, C. S., Maffly-Kipp, J., Smith, J. L., & Vess, M. (2020). Assimilation Undercuts Authenticity: A Consequence of Women’s Masculine Self-Presentation in Masculine Contexts. Psychology of Women Quarterly, 44(4), 488-502. Goodwin, R. D., Dodson, S. J., Chen, J. M., & Diekmann, K. A. (2020). Gender, Sense of Power, and Desire to Lead: Why Women Don’t “Lean In” to Apply to Leadership Groups That Are Majority-Male. Psychology of Women Quarterly, 44(4), 468-487. Bruckmüller, S., Ryan, M. K., Rink, F., & Haslam, S. A. (2014). Beyond the glass ceiling: The glass cliff and its lessons for organizational policy. Social issues and policy review, 8(1), 202-232. Derks, B., Ellemers, N., Van Laar, C., & De Groot, K. (2011). Do sexist organizational cultures create the Queen Bee?. British Journal of Social Psychology, 50(3), 519-535. Morgenroth, T., Ryan, M. K., & Sønderlund, A. L. (2020). Think Manager–Think Parent? Investigating the fatherhood advantage and the motherhood penalty using the Think Manager–Think Male paradigm. Journal of Applied Social Psychology. Diehl, A. B., Stephenson, A. L., Dzubinski, L. M., & Wang, D. C. (2020). Measuring the invisible: Development and multi‐industry validation of the Gender Bias Scale for Women Leaders. Human Resource Development Quarterly. Feenstra, S., Begeny, C. T., Ryan, M. K., Rink, F. A., Stoker, J. I., & Jordan, J. (2020). Contextualizing the Impostor “Syndrome”. Frontiers in Psychology, 11, 3206. Morgenroth, T., Ryan, M. K., Rink, F., & Begeny, C. (2020). The (in) compatibility of identities: Understanding gender differences in work–life conflict through the fit with leaders. British Journal of Social Psychology.

Content of the course Gender stereotypes and gender roles Ambivalent sexism and modern sexism Gendered interests and career choices Gendered behaviors: backlash and backlash avoidance Think manager – think male Work as masculinity contest Sexual harassment Male and female tokens, the glass escalator Gender identities and the queen bee phenomenon Belonging and identification with the leader Think crisis – think female: the glass cliff Gendered leadership Interventions Interactive presentations Group work (female leaders in the media) Essay

Content of the course Gender stereotypes and gender roles Ambivalent sexism and modern sexism Gendered interests and career choices Gendered behaviors: backlash and backlash avoidance Think manager – think male Work as masculinity contest Sexual harassment Male and female tokens, the glass escalator Gender identities and the queen bee phenomenon Belonging and identification with the leader Think crisis – think female: the glass cliff Gendered leadership Interventions Interactive presentations Group work (female leaders in the media) Essay

Evaluation Group work: 50 % Essay: 50 % Adequate knowledge of the literature and the topics discussed in class Application of the theoretical knowledge for the essay The references are in accordance with the APA’s requirements

Evaluation Group work: 50 % Essay: 50 % Adequate knowledge of the literature and the topics discussed in class Application of the theoretical knowledge for the essay The references are in accordance with the APA’s requirements