Women as Leaders in the Business Realm

Mitra K. ShavariniBrandeis University

Fall 2014 T, F 11-12:20pm

shavarini@brandeis.eduOffice hours: T, F 12:30-1:30pm Rabb 107

Course Description

Since the passage of the 19th amendment through which women gained the right to vote in 1920, women have increasingly played a vital public role in American society. Women’s ever-increasing presence in various public spheres, generally, and their ability to lead within them, specifically, has had vast implications for our society. On a macro level, women’s participation has shifted the economy, demographics, social policy, health-related issues, and even gender roles. And on a micro level, there have been practical, day-to-day issues that have demanded to be addressed by both women themselves and the organizations in which they work. Yet despite the tremendous gains over the course of the century, women continue to face a host of obstacles that are specific to their gender.

This course asks: Why is it that women start their professions with the same level of intelligence, education, and commitment as men but relatively few reach the top echelons of the business world? Who are the women who do break the glass ceiling and make it to the top? Conversely, what factors impeded others from reaching the heights they set out to achieve? How can we characterize their styles of leadership? And, most importantly, what lessons can we impart from their personal and professional journeys?

In essence, this course concerns itself with women’s attempts at leadership in business settings. While the course is primarily concerned with the U.S. context, we will consider material from a cross-cultural/global perspective. It has been designed to examine the art of leadership through the lens of gender. It will offer you the opportunity to engage in conceptual growth and imaginative exercises that dissect the qualities, passions, interests, goals and vision of women who have been successful (as well as

those who have not been successful) in their quest to lead. It aims to expand our understanding issues that pertain to women in leadership roles. It does not intend to train women to become leaders.

Learning Goals

Cognitive:

1. Students are able to define leadership and explain its characteristics.2. Students are familiar with mainstream and feminist leadership theories.3. Students know differences between the roles played by leaders and managers.4. Students are familiar with masculine and feminine leadership styles.5. Students know which leader is gender-responsible.6. Students know common and different achievements of women leaders in the countries studied &

Europe.7. Students are able to describe barriers and obstacles women-leaders face,8. Students know skills that effective leadership requires.

Social attitude:

1. Students have positive attitudes toward women leaders.2. Students understand that it’s necessary for an effective leader to reflex own gender bias and

prejudices.3. Students are aware of some of their own gender bias.4. Students understand that leadership roles and positions are gendered.5. Class/peers serve one another as a network for future endeavors.

Behavioral:

1. Students actively develop their communication and presentation skills.2. Students develop gender-responsible behavior.3. Students experience using some intervention techniques.

Class Format

Most class sessions will combine some mix of lecture and discussion/debate. All students should come to class having read the assigned reading for the day. However, class lectures may not always simply repackage the reading material and may, instead, expand well beyond the reading to related themes or tackle the themes of the reading in different fashion. In other words, lectures will complement the readings, not provide a substitute for doing them. Current events may be discussed throughout the course. Additionally, we will on occasion make use of video resources and guest speakers.

Course Requirements Written Assignments – 15% each paper. Participation & Attendance – 25% Homework assignments – 10% Latte On-line Forum – 10% Project Presentation– 15% Final Paper – 15% Extra Credit – By which I mean that added effort/enthusiasm/contribution that you lend to the

class.

Grading scale A=100-93 A-=90-92 B+=87-89 B=83-86 B-=80-82 C+=77-79 C=73-76 C-=70-72 D=60-69 F=below 60

Course ReadingMost of this course is organized by the chapters in the following book:

Eagly, A. H. & Carli, L.L. (2007). Through the Labyrinth: The Truth About How Women Become Leaders. Boston: Harvard Business School Press.

In addition to this book, we will be drawing upon research from a variety of social science disciplines, including social psychology, sociology, economics, political science, management and organizational science and anthropology.

Written Assignments

Paper #1 - Submit a 5-6 page paper that addresses the metaphor of the “glass ceiling.” Commonly used in the business realm, the “glass ceiling” refers to factors that impede women from professionally advancing forward. Do you agree with this concept? Why or why not? Does the rhetoric around this concept draw our focus to employers and society and away from women themselves? Would you say that the concept no longer applies in today’s world? Note: Grading rubric is posted on Latte. Due: Sept. 30, hand-in class.

Paper #2 – Submit a 8-10 page paper that examines one particular personal/professional woman’s leadership experience in business that addresses the themes discussed in the course. Start by selecting a female leader in the field of business. Gather information about her in books, internet, media outlets. Explain why you selected this woman as a leader and analyze how gender has helped or hindered her path to leadership. Due October 31 st , hand-in class.

Final Paper – Write a 6-8 page paper illustrating what you have learned about women’s leadership (include course material, personal research, and your group project work). Due December 12 at noon- send-in electronic version.

Note that unless you have arranged for an extension, I will not accept late papers.

Extra Credit

Write a 2-page summary of “Supplemental” class readings that are posted on Latte. Note: do not use direct quotes to fill-up the 2-pages. This should be a synthesis of your understanding of the material. A total of 7 summaries need to be submitted to obtain an extra credit grade.

Participation

In-class contribution is a significant part of our shared learning experience in this course. You should be able to organize your thoughts and to convey them in a succinct and meaningful fashion. There will be “cold-calling.” This is not to embarrass any individual but to keep the class fully engaged. Here are some guidelines for you to consider when it comes to participation:

Provide strong evidence to support your claim/observations/reflection. Advance the discussion by contributing insightful comments and – perhaps more importantly –

questions. Listen attentively in class. Demonstrate interest in your peers’ comments and provide constructive feedback when

appropriate.

Forum participation

Outside of class, we will continue discussions through Latte’s online “forum.” Each week, a student will pose a question and lead the discussion forum. A rotation schedule for forum leaders will be handed-out when class roster is finalized.

Attendance

Because participation constitutes a substantial portion of your grade, attendance is important. In my course I allow 2 absences for any reason. Beyond this, an absence will result in a lower final attendance grade; each absence lowers the attendance grade by one “notch” (from A- to B+). Moreover, 3 tardiness equals one absence.

Group Projects and Presentations

Many professional activities, especially in the business world, involve group effort. In this course, we follow that norm.

While I will assign you to a group of 3-4 students, I do not provide a topic for your projects. I prefer that you – as a group – arrive to a topic of interest on your own, allowing for your own voice and creativity. This is your opportunity to select a theme/issue that we did not cover in class.

Oral presentations can take many forms. They could be debates or skits, for instance. Oral presentations involving every student may not be feasible.

In terms of the group’s “deliverable” – this might be a paper, a Web page or other project that is augmented by your oral presentation. The “deliverable” portion of your group work is due on final day of class: 12/5.

Every member is expected to carry an equal share of the group’s workload. Even if you divvy up the work, you are still responsible for the project as a whole since it will not be graded on its components. I recommend for you to establish ground rules to facilitate your joint work early in the group process. You will be asked to complete a peer evaluation form at the conclusion of your project.

I will give you a form to evaluate your group members. You will also evaluate other group presentations. In addition, I will evaluate you.

Each group will have the opportunity to present their projects to the class. Due date for group project presentations: 11/25 & 12/2.

Note: further instructions and evaluation criteria are posted on Latte – see last block.

Classroom Norms

Recognizing that unanticipated problems do occur, I will consider occasional extensions for assignments if asked before the deadline passes. I do, however, review patterns of lateness and other elements of accountability. A pattern that violates these norms more than occasionally will result in a lower grade.

Please turn off phones and other devices during all class sessions. Texting in class is not only rude but also disruptive; please refrain from all electronic communication. I expect not to have to ask you again at any time during the semester. If I do have to ask, I will consider it a breach of accountability.

No laptops (unless it's to address a documented disability).

I ask that you check your Brandeis email account DAILY while you are enrolled in my course. I routinely send additional resources for you to read and/or will pose questions on the forum.

ACADEMIC ACCOMODATIONSIf you are a student who needs academic accommodation because of a documented disability, please contact me and present your letter of accommodation within two weeks of the class starting. Undergraduates and graduate students with questions about documenting a disability should contact the Director of Disabilities Services and Support Office of Academic Services, 6-3470. Letters of accommodation should be presented at the start of the semester to ensure provision of accommodations. Accommodations cannot be granted retroactively.

ACADEMIC INTEGRITYAcademic integrity is central to the mission of educational excellence at Brandeis University. Each student is expected to turn in work completed independently, except when assignments specifically authorize collaborative effort. It is not acceptable to use words or ideas of another without proper acknowledgment of the source. This means that you must use footnotes and quotation marks to indicate the source of any phrases, sentences, paragraphs, or ideas in published volumes, on the Internet, or created by another student. Violations of university policies on academic integrity, available athttp://www.brandeis.edu/studentaffairs/srcs/ai/index.html, may result in failure in the course or on the assignment, and could end in suspension from the University. If you are in doubt about the instructions for any assignment in this course, be sure to ask for clarification.

REQUIRED TEXTSThrough the Labryinth by Alice H. Eagly and Linda L. Carli (2007)And –Lean In by Sheryl Sandberg (2014)

Friday August 29: Introduction

How are we defining leadership? Why study women and leadership?

Barbara Kellerman, “The Abiding Tyranny of the Male Leadership Model — A Manifesto” HBR Blog, April 27, 2010. [Accessible through: http://blogs.hbr.org/imagining-the-future-of-leadership/2010/04/the-abiding-tyranny-of-the-mal.html]

Global Gender Index - review

Confidence Gap: 9/2

What is the “confidence gap?” Is it valid? How can it be addressed?

Readings for class:Katty Kay and Claire Shipman, “The Confidence Gap” in The Atlantic Monthly, April 14, 2104. [Accessible through: http://www.theatlantic.com/features/archive/2014/04/the-confidence-gap/359815/]

Supplemental readings:Barbara Kellerman and Deborah L. Rhode, Women & Leadership: The State of Play and Strategies for Change (Jossey-Bass, 2007), pp. 1-35 (notes supplemental).

Barbara Kellerman, Followership: How Followers are Creating Change and Changing Leaders (Harvard Business Press, 2008), pp. xv-xxii, 25-47.

Historical Underpinnings: 9/5

What is the historical context within which women’s experiences of leadership are embedded

Readings for next class:

Mary Wollstonecraft, A Vindication of the Rights of Woman (W.W. Norton, 1988), pp. 7-11. (Originally published in 1792.)

Toni Bentley, “A ‘Hyena in Petticoats,’” in The New York Times Book Review, May 29, 2005, pp. 5-6. [Accessible through: http://query.nytimes.com/gst/fullpage.html?res=9E07EFDA1739F93AA15756C0A9639C8B63]

Elizabeth Cady Stanton, “Declaration of Sentiments” in Estelle B. Freedman, ed., The Essential Feminist Reader (Modern Library, 2007), pp. 58-62. (Originally published in 1848.)

Sojourner Truth, Two Speeches in Freedman, op. cit., pp. 63-66.

Betty Friedan, The Feminine Mystique (Norton, 2001), pp. 15-32.

The Present: 9/9 & 9/12

Is there a glass ceiling? Where are the women leaders?

Readings for next week:

Eagly and Carli, op. cit., Chapters 1 & 2 (pp. 1-27) Through the Labyrinth

Sandberg, Sheryl. Lean In: Women, Work, and the Will to Lead. “Introduction”

Watch TedTalk (see Latte) “Sheryl Sandberg: Why we have too few women leaders.”

Supplemental readings:Hymowitz, C., & Schellhardt, T. C. (1986). The glass ceiling: Why women can’t seem to break the invisible barrier that blocks them from top jobs. Wall Street Journal, March 24, special supplement, 1, 4.

Dunn-Jensen, L. M., & Stroh, L. K. (2007). Myths in the media: How the news media portray women in the workforce. In D. Bilimoria & S. K. Piderit (Eds.), Handbook of women in business and management (pp.13–33). Cheltenham, UK: Edward Elgar.

The Difference “Difference” Makes: 9/16 & 9/19

Are men natural leaders? Do women and men lead and follow differently?

Readings:

Chapter 2 Lean In

Chapter 3 Through the Labyrinth

Browne, K. R. (2002). Biology at work: Rethinking sexual equality. New Brunswick, NJ: Rutgers University Press. Chapter 4 (Once one breaks the glass ceiling, does it still exist?)

Supplemental readings:Judge, T. A., Bono, J. E., Ilies, R., & Gerhardt, M. W. 2002. Personality and leadership: A qualitative and quantitative review. Journal of Applied Psychology, 87, 765–780.

Costa, P. T., Jr., Terracciano, A., & McCrae, R. R. (2001). Gender differences in personality traits across cultures: Robust and surprising findings. Journal of Personality and Social Psychology 81: 322-331

Looking In: What do Women Want? - 9/30 & 10/3

Do family responsibilities hold women back?

**PAPER #1 DUE

Readings:

Chapter 8 – Lean In

Chapter 4- Through the Labyrinth

England, P. (2005). Gender inequality in labor markets: The role of motherhood and segregation. Social Politics 12, 264–288.

Supplemental:Roth, L. M. (2006). Selling women short: Gender and money on Wall Street. Princeton: Princeton University Press. (Chapter 6, Having it all? Workplace culture and work-family conflict.)

Bianchi, S. M., Robinson, J. P., & Milkie, M. A.. (2006). Changing rhythms of American family life. New York: Russell Sage Foundation.

Looking Out: Constraints on What Women Want - 10/7 & 10/10

Is discrimination still a problem? What are the individual and institutional constraints on women who want to lead? And how does context matter?

Readings:Chapter 3 – Lean In “Success & Likeability”

Chapter 5- Through the Labyrinth “Is Discrimination Still a Problem?”

Case discussion: Wal-Mart: Featherstone, L. 2004. Selling women short: The landmark battle for workers’ rights at Wal-Mart. New York: Basic Books. (I have included the entire case bur require that you read pp. 1-57)

“The Impact and Echoes of the Walmart Discrimination Case” in Journalism in the Public Interest.

Supplemental:Blau, F. D., & Kahn, L. M. (2007). The gender pay gap: Have women gone as far as they can? Academy of Management Perspectives, 21, 7–23.

Baxter, J., & Wright, W. O. (2000). The glass ceiling hypothesis: A comparative study of the United States, Sweden, and Australia. Gender & Society, 14, 275–294.

Davison, H. K., & Burke, M. J. (2000). Sex discrimination in simulated employment contexts: A meta analytic investigation. Journal of Vocational Behavior, 56, 225–248.

What Is the Psychology of Prejudice Toward Women Leaders? -10/14 & 10/17

Do people unconsciously (or consciously) form different opinions about women leaders?

Readings:

Chapter 6 - Through the Labyrinth “What is the Psychology of Prejudice Against Female Leaders”

Eagly, A. H., & Karau, S. J. (2002). Role congruity theory of prejudice toward female leaders. Psychological Review, 109, 573-598.

Supplemental:Heilman, M. E. (2001). Description and prescription: How gender stereotypes prevent women's ascent up the organizational ladder. Journal of Social Issues, 57, 657-674.

Schein, V. E. (2001). A global look at psychological barriers to women’s progress in management. Journal of Social Issues, 57, 675-688.

Rudman, L. A. (2004). Social justice in our minds, homes, and society: The nature, causes, and consequences of implicit bias. Social Justice Research, 17, 129-142.

Forbes: “The New Face of Workplace Discrimination”

Looking at Women Globally - 10/21 & 10/24

What’s happening outside of the United States? What “if women ruled the world”?

Readings:

Francis Fukuyama, “Women and the Evolution of World Politics” in Foreign Affairs, September/October, 1998 [Accessbile through: http://web.centre.edu/lorihm/fukuyama.htm]

Barbara Ehrenreich, Katha Pollitt, et al., “Fukuyama's Follies: So What if Women Ruled the World?” in Foreign Affairs, January/ February 1999. [Accessible through: http://www.foreignaffairs.org/19990101faresponse956/barbara-ehrenreich-katha-pollitt/fukuyama-s-follies-so-what-if-women-ruled-the-world.html]

Supplemental:Pippa Norris, “Opening the Door: Women Leaders and Constitution Building in Iran and Afghanistan” in Kellerman and Rhode, op.cit, pp. 197-220 (notes supplemental).

Karen Beckwith and Kimberly Cowell-Meyers, “Sheer Numbers: Critical Representation Threshholds and Women’s Political Representation” in APSA/Perspectives on Politics, September 2007, pp. 553-565.

Michael Schmidt and Yasir Ghazi, “Iraqi women Feel Shunted Despite Election Quotas” in New York Times, March 13, 2011. [Accessible through: http://www.nytimes.com/2011/03/13/world/middleeast/13baghdad.html?_r=1]

Leymah Gbowee and Carol Mithers, Mighty Be Our Powers: How Sisterhood, Prayer, and Sex Changed a Nation at War, (Beast Books, 2011), pp. 101-132.

Women at Work -10/28

Do people resist women’s leadership?

Readings:

Eagly and Carli, Through the Labyrinth - Chapter 7

Lean In, chapter 4 “It’s a Jungle Gym, Not a Ladder”

HBR – “Six Paradoxes Women Face”

Rudman, L. A., & Glick, P. (1999). Feminized management and backlash towards agentic women: The hidden costs to women of a kinder, gentler image of middle managers. Journal of Personality and Social Psychology ,77, 1004–1010.

Supplemental:Fiske, S. T., Bersoff, D. N., Borgida, E., Deaux; K., & others. (1991). Social science research on trial: Use of sex stereotyping research in Price Waterhouse v. Hopkins. American Psychologist, 46, 1049-1060.

Women at Work Continued … 10/31

Women at work: then & now. The pace of social progress.

Readings:Eagly and Carli, Chapter 8 and 9.

Skim:A McKinsey & Company Report, “Women Matter: Gender Diversity, a Corporate Performance Driver,” 2007 [Accessible through: http://www.mckinsey.com/locations/swiss/news_publications/pdf/women_matter_english.pdf]

Nancy M. Carter and Ellen Galinsky, “Leaders in a Global Economy: Talent Management in European Cultures,” A Family and Work Institute Publication in Conjunction with Catalyst, 2009[Accessible through: http://www.catalyst.org/file/240/gtm2_web.pdf]

Susanne Bruckmuller and Nyla S. Branscombe, “How Women End Up on the ‘Glass CLiff,” Harvard Business Review. Note: Also listen to interview with Susanne Bruckmuller.[Accessible through: http://hbr.org/2011/01/how-women-end-up-on-the-glass-cliff/ar/1]

Finding Your Way Through - 11/4 & 11/7

How do some women find their way through the labyrinth?

Readings:Eagly and Carli, op. cit., Chapter 10

Eagly, A. H. ( 2005). Achieving relational authenticity in leadership: Does gender matter? Leadership Quarterly, 16, 459–474.

Timberlake, S. (2005). Social capital and gender in the workplace. Journal of Management Development, 24, 34–44.

Supplemental:Luthans, F. (1988). Successful vs. effective real managers. Academy of Management Executive 2(2), 127–132.

Greenhaus, J. H., & Powell, G. N. (2006). When work and family are allies: A theory of work-family enrichment. Academy of Management Review, 31, 72–92.

Strategies and Tactics- 11/11 & 11/14

How to create change? What can male leaders, managers, organizations do to advance women to leadership positions? What can women themselves do to rectify the existing imbalances?

Readings:

Carli, Linda and Eagly, Alice. “Overcoming Resistance to Women Leaders: The Importance of Leadership Style” in Kellerman and Rhode, op., cit., pp. 127-141 (notes supplemental).

Dhlerup, Drude. “Will Gender Balance in Politics Come By Itself?” in Kellerman and Rhode, op., cit., pp. 227-245 (notes supplemental).

Bowles, Hannah Riley and McGinn, Kathleen L. “Gender in Job Negotiations: A Two-Level Game,” Negotiation Journal, October 2008.

Into the Future - 11/18 & 11/21

What does the future hold for women leaders? Will the future differ significantly from the past? What elements are likely to change and which are likely to remain the same?

Readings:

Eagly and Carli, op. cit., Chapter 11 - Through the Labyrinth

Select one of the following readings in addition to chapter 11 of Through the Labyrinth :

Linda Carli and Alice Eagly, “Overcoming Resistance to Women Leaders: The Importance of Leadership Style” in Kellerman and Rhode, op., cit., pp. 127-141 (notes supplemental).

Karen L. Proudford, “Isn’t She Delightful? Creating Relationships that Get Women to the Top (and Keep Them There)” in Kellerman and Rhode, op. cit,pp. 431-449.

Leymah Gbowee and Carol Mithers, Mighty Be Our Powers: How Sisterhood, Prayer, and Sex Changed a Nation at War, (Beast Books, 2011), pp. 133-151. “Standing up for Charles Taylor and sitting down for peace.”

Laura Morgan Roberts, “Bringing Your Whole Self to Work: Lessons in Authentic Engagement from Women Leaders” in Kellerman and Rhode, op. cit., pp. 329-352, supplemental.

Joann S. Lublin, “Coaching Urged for Women,” Wall Street Journal, April 4, 2011. [Accessible through: http://online.wsj.com/article/SB10001424052748704530204576237203974840800.html]

Project Presentations: 11/25 & 12/2

Guest Speaker – Linda L. Carli, co-author of Through the Labyrinth: 12/5

Final Paper Due: 12/12