Gender Equality In Jobs

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With recruiting season in full swing, students are busy finding business professionals who can help them explore potential career opportunities. As candidates expand their networks, these informal exchanges can change expectations and career choices.

But these connections are not all the same, according to research by a labor economist at the University of Chicago. A new working document by Assoc. Professor Yana Gallen of Harris Public Policy revealed that female students regularly receive different messages than their male counterparts – often stressing the importance of work-life balance and potentially dissuading women from pursuing their intended careers.

Gender Equality In Jobs

Gender Equality In Jobs

The paper, published by the Becker Friedman Institute of Economics, examines the results of a large-scale field experiment in which undergraduate students sent online messages to 10,000 professionals.

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By randomly selecting male and female senders, Gallen and UCLA co-author Melanie Wasserman tested whether gender affects the type of information a student receives. The answer was a resounding yes.

“When students seek general information about a particular career from business professionals, female students receive significantly more spontaneous information about work-life balance than male students,” explained Gallen, an expert on the gender pay gap. “In fact, professionals are more than twice as likely to provide information about work-life balance issues to women, which is quite a dramatic difference.”

The paper is among the first to causally isolate how an individual’s gender shapes the information they receive about various career attributes. When students were specifically asked about work-life balance, female students received 28% more responses on this topic than male students from professionals. This suggests that the greater emphasis on work-life balance in the answers of female students is not only a result of the belief that women are interested in this issue, but men are not, but also the different willingness of professionals to deal with it. female students. About the subject.

Additionally, Gallen and Wasserman found that the vast majority of responses related to work-life balance were negative, which may in turn increase student anxiety and exclude other potentially useful information about career choices.

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At the end of the study, the data revealed that female students were more discouraged from pursuing their desired careers than male students. The researchers found that this could be explained by a difference in the emphasis of work-life balance messages for female students.

“If access to career information depends on an individual’s gender, it may be difficult for individuals to correct these differences unless they know the nature of the missing, inaccurate, or emphasized information,” Gallen said. “Our study suggests that these differences are a likely driver of the knowledge and behavior gaps that affect graduates’ labor market outcomes.”

Announcement Robert J. Zimmer Resigns as Chancellor of the University of Chicago Tony Awards Court Theater Receives Tony Award for Regional Theater 2022 Data Science UChicago’s Institute for Data Science Announces Branches in the Industry. Women remain underrepresented in all disciplines and levels of academia, particularly at the professorial level, in senior leadership positions including university deans, deans and deans, and in supervisory positions such as editorial boards and research funding bodies.

Gender Equality In Jobs

European business schools are characterized by strong vertical gender segregation, with 60% reporting that less than 30% of their top-ranking professors are women. Much of the work on gender equality has focused on STEMM (Science, Technology, Engineering, Mathematics and Medicine) subjects, but business and management disciplines remain relatively under-researched. None of the 26 research projects funded by the European Commission since 2011 that examine gender equality and implement structural change in research organisations/universities focus on business schools. The goal of the project TARGETED-MPI – Transparent and Resilient Gender Equality Through Integrated Monitoring Planning and Implementation is to fill this gap by understanding and addressing gender inequality in business schools through the implementation and monitoring of gender equality plans. TARGETED-MPI is supported by the European Union’s Horizon 2020 research and innovation program and includes five project partners: University of Economics and Business in Athens, Greece; University of Lancaster (ULANC), United Kingdom; Stockholm School of Economics (SSE), Sweden; Vrije Universiteit Brussels (VUB), Belgium; and the American University of Beirut (AUB), Lebanon.

Gender Equality At Work

Business schools face many challenges when it comes to achieving gender equality. For example, what can be considered an asset in B&M schools – the diversity of their staff – can also be a barrier to gender equality. Academics employed at these institutions come from a variety of disciplines, including STEMM disciplines (e.g., mathematics, statistics, operations research, and information systems/technology), as well as social sciences, arts, and humanities. These scholars represent different intellectual traditions, epistemological and ontological perspectives, approaches to understanding and methods for creating new knowledge, practices of organizational socialization, ways of working and views of the world around them.

This diversity can lead to innovative and creative approaches to research and teaching problems. But because hiring practices and pay are often tied to larger competitive market forces, some systemic organizational inequities show up in business schools, making gender equality efforts especially complicated. Deep-rooted cultural practices and a lack of transparency in hiring and promotion, research collaboration, and teaching assignments, especially between departments and disciplines in B&M schools, can confirm and entrench inequities. One-size-fits-all solutions fail to adequately address problems or lead to unintended negative consequences.

Gender inequality was a problem for business schools even before the Covid-19 pandemic; however, reports suggest that the pandemic has disproportionately affected women’s working lives. In higher education, for example, women’s research output (as measured by submitted publications) has declined during UK quarantine periods). As higher education institutions struggle to survive the pandemic and the resulting economic downturns and recessions, there is concern that gender equality efforts that were already in place before the pandemic could be delayed or even abandoned in efforts to optimize and conserve resources.

Are therefore timely and critically important as they focus on tailored gender equity projects that analyze and understand the gender dynamics unique to business schools and implement targeted changes appropriate to these unique contextual characteristics.

Gender Equality In The Workplace: Going Beyond Women On The Board

Guided by a theoretical framework based on critical perspectives, organizational culture theory, feminist theory and ideas of gender neutrality, this project addresses the ways in which gender inequality is culturally constructed. Using innovative and unique diagnostic tools, the project will shed light on the underlying attitudes, values ​​and assumptions that hinder gender equality efforts in business schools.

Joint conversations with project partners and iterative analyzes of gender equality theory and organizational practice will facilitate the creation and implementation of specific Gender Equality Plans (GEPs) for each partner university. The GEP includes specific tasks and practices that address discrimination issues such as slow career progression, the gender pay gap and the lack of women in leadership roles. GEPs go beyond general discussions about gender discrimination and focus on the needs and constraints of the specific partner school. With this knowledge, GEPs can then create tasks to address the barriers mentioned above. The partnership of structurally and geographically diverse business schools adds depth and richness to our understanding of gender equality in business schools and requires the TARGETED-MPI team to think beyond one-size-fits-all answers and solutions to overall gender inequality outcomes. .

The GEPs will define the main parameters of improvement and will rely on external monitoring to ensure that the partner schools meet the expected deadlines. While recognizing and maintaining the need for context- and organization-specific gender equality plans, the project hopes to conclude with “best practices” that can inspire other business schools in their own gender equality efforts.

Gender Equality In Jobs

Patterns of gender inequality in business schools showed little sign of abating before the global pandemic. Unfortunately, the global pandemic and the resulting “women’s session” or “pink recession” have disproportionately affected women and girls, making it even more difficult for organizations to consider their gender equality efforts and agendas. Organizations, including business schools, are facing unprecedented problems and challenges related to lockdown measures, supply chain constraints, and employee burnout and stress. And while the temptation is to simplify organizational efforts in order to prioritize “

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Activities, we have a unique window of opportunity to build gender equality into the very fabric of how we organize B&M schools. By re-examining our work practices, we can move gender mainstreaming and equality from a recreational and optional endeavor pursued by business school leaders to a fundamental framework that guides our organizational decisions. Based on the findings of research projects such as TARGETED-MPI and similar projects, this is our opportunity to move our post-pandemic workplace towards a more inclusive and gender-equal space.

Bluedorn, J., Caselli, F., Hansen, N.-J., Shibata, I., & Tavares, M.M. (2021, April 30). Gender and Employment in the COVID-19 Recession: Cross-Country Evidence on ‘Women’s Exits’.

Metz, I., Harzing, A.-W., and Zyphur, M.J. (2016) From journal editors and editorial boards: Who are the pioneers in increasing gender equality in editorial?

Roseberry, L., Remke, R., Klaesson, J. and Holgersson T. (2016) The gender gap in European business schools: a management perspective, report for EQUAL (Enhancing Business Education) and EFMD https://www.efmd . org/images/stories/efmd/downloadables/Research_leaflets/EFMD_Gender_Gap_Report_2016.pdf (last accessed 22 March 2019).

Making The Most Of The Moment: Gender Equality In Business And Management Schools

Robyn Remke, Claire Leitch, Valerie Stead, Sophie Alkhaled, Marina Yusupova and Konstantinos Zografos are

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