Deconstructing Higgins: gender bias in the Pygmalion phenomenon
Notice bibliographique
Résumé
Purpose Despite considerable empirical evidence to support the existence of the Pygmalion effect, studies that focus on the role of gender within this phenomenon have produced varied results. Whereas the research has consistently demonstrated the Pygmalion effect with male leaders, less research evidence exists to support this phenomenon among female leaders. This paper aims to present a conceptual framework for understanding the potential role gender can play in the Pygmalion effect and why women may face obstacles in their efforts to serve as Pygmalion leaders. Research propositions are presented with the intent of guiding future research in this area. Design/methodology/approach For the purpose of this theoretical paper, elements of the sociological, structural and psychological perspectives are drawn to present an understanding of the potential influence a leader’s gender has on the facilitation of the Pygmalion effect. A brief background to the Pygmalion effect is first provided followed by research related to this phenomenon. Then the underlying elements of the Pygmalion effect are revisited and attention is drawn to those factors affecting subordinate receptiveness to leader influence. Following that, these ideas are integrated with gender-based research to present the theoretical framework and research propositions. Findings This paper’s framework offers a fuller understanding of the role of a leader’s gender in facilitating the Pygmalion effect by identifying factors that can influence subordinate perceptions of leader efforts. Gender-based cues influence subordinate perceptions of leader expertise and power. In turn, this will influence subordinate receptiveness to leader elicited expectations and supportive behaviors. Practical implications The theoretical framework of this paper suggests that under certain conditions, gender differences can impact subordinate receptiveness to leader behaviors and performance expectations. Managers need to be aware of the gendered-nature of the work context and how it can influence subordinate perceptions of leaders. Otherwise, gender-based cues can unwittingly undermine women who endeavor to elevate follower self-efficacy beliefs. Social implications Stereotypes regarding women in managerial roles can undermine the capacity of women to effectively mentor and inspire others. These biases must be explicitly confronted and challenged. Moreover, given the global nature of the workforce it is critical to understand how national cultures can differ in their attitudes toward women in management in ways that can impede the ability of a woman to facilitate this transformative process. Originality/value The theoretical framework of this paper broadens the understanding of gender differences in the Pygmalion effect. This paper attempts to explain the lack of consistent findings for women who attempted to serve as Pygmalion leaders. It is asserted that rather than a leader’s gender, it is gender-based contextual cues that influence the leader’s capacity to trigger the Pygmalion effect. Thus far, no systematic effort has been made to identify the conditions under which subordinates are receptive to the influence of Pygmalion male or female leader expectations and behaviors.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,004 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,001 | 0,001 |
| Science ouverte | 0,002 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».