The Effects of Gendered Occupational Roles on Men’s and Women’s Workplace Authority: Evidence from Microfinance
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The gendering of occupational roles affects a variety of outcomes for workers and organizations. We examine how the gender of an initial role occupant influences the authority enjoyed by individuals who subsequently fill that role. We use data from a microfinance bank in Central America to examine how working initially with a male or female loan manager shapes borrowers’ compliance with future managers’ directives. First, we show that borrowers originally paired with female managers continue to be less compliant with subsequent managers, regardless of subsequent managers’ gender. Next, we demonstrate how compliance is shaped by the gender-typing of the role and the gender of the individual who fills that role. We find that men enjoy significantly greater compliance in male-typed roles, but male and female managers experience similar levels of compliance in female-typed roles. Further analyses reveal that these gendered patterns become especially pronounced after managers demonstrate their authority by disciplining borrowers. Overall, we show how quickly gendered expectations become inscribed into occupational roles, and we identify their lasting organizational consequences. More broadly, we suggest authority mechanisms that may contribute to the “stalled” gender revolution in the workplace.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.008 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.003 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it