Gender Identity and Leader Self-awareness: A Research on Chinese University Female Student Leaders

Transcription

1 Paper ID : WCWS 2018 A 367 Gender Identity and Leader Self-awareness: A Research on Chinese University Female Student Leaders WAN G Yifan The School of English and International Studies Beijing Foreign Studies University, China

2 Introd u ction Statu s Qu o & Problem s Theoretical Fram ew ork Research Qu estion & H ypotheses Method ology Sam pling & Participants Apparatu s Proced u re Resu lts Su rvey: Qu estionnaire Interview Discu ssion Conclu sion Structure

3 Introduction

4 Introduction Status Quo &Problems The ratio of m ale and fem ale stu d ents in Beijing Foreign Stu d ies University (BFSU) 1:3 Male Female 23% 77% from Data Center of Beijing Foreign Stu d ies University

5 Introduction Male Fem ale Status Quo &Problems 36% The ratio of m ale and fem ale stu d ent lead ers in stu d ent organizations of BFSU 9:16 64% from You th Leagu e Com m ittee of BFSU

6 Introduction Male Fem ale Status Quo &Problems The ratio of m ale and fem ale stu d ent lead ers (senior-level m anagem ent) in stu d ent organizations of BFSU 4:5 52% 48% from You th Leagu e Com m ittee of BFSU

7 Introduction Status Quo &Problems Wom en are largely stuck in the m id d le-level m anagem ent rank. Ratio of m ale and fem ale lead ers in senior-level m anagem ent is 87:17. few w omen become leaders When transiting from m id d le to senior level, the dropping-out p ercentage of w om en in China is 52.88%. w omen are holding themselves back in their career

8 Introduction Theoretical Framew ork Lead er Self-aw areness Theory: the self-perception tow ard s one s lead ership has great influ ence on lead er behaviors. Wom en tend to have less self-aw areness w hy w om en? Gender Role Performance Theory: p eople constru ct their gend er id entity throu gh playing the role given by society. Lead er is not w om en s role not internalize lead er id entity

9 Introduction Theoretical Framew ork from up to d ow n: self-supporting, sticking to ones beliefs, ind epend ent, arbitrary Gend er id entity: And rogynou s Theory Bem Sex-Role Inventory Mascu line (H igh m ascu line id entification) Exam ple from Mascu line Scale from up to d ow n: enthusiastic, elegant, philoprogenitive, gentle Fem inine (H igh fem inine id entification) And rogynou s (H igh id entification w ith both) Und ifferentiated (Low id entification w ith both) Exam ple from Fem inine Scale

10 Introduction Research Questions & Hypotheses RQ1: What is the general gend er id entity type of fem ale stu d ent lead ers? RQ2: What are the relation betw een lead er self-aw areness and gend er id entity? RQ3: What are the cau ses to the relation betw een lead er self-aw areness and gend er id entity? H 1: Fem ale stu d ent lead ers show higher id entification w ith m ascu line than fem inine. H 2: Fem ale stu d ent lead ers self-aw areness are positively correlated to their id entification d egree w ith m ascu line. H 3: Fem ale stu d ent lead ers self-aw areness are negatively correlated to their id entification d egree w ith fem inine.

11 Methodology

12 Methodology Procedure Phase I: Su rvey Qu estionnaire Bem Sex-Role Inventory and Mu ltifactor Lead ership Qu estionnaire Popu lation fem ale stu d ent lead ers of stu d ent organizations affiliated to the You th Leagu e Com m ittee of BFSU Snow ball Sam pling Phase II: Interview sex composition of student leaders 4 participants w ere chosen based on gend er id entity categories. Table 1. The Descriptive Statistics of Participants Organizations

13 Results

14 Results Gender Identity H 1 Rejected Resu lt: Fem ale stu d ents show low er id entification w ith m ascu line than fem inine. t(49)=-4.245, p <.01

15 Results Gender Identity RQ1: What is the type? Resu lt: And rogynou s Und ifferentiated N on-sex-typed Categories

16 Results Gender Identity & Leader Self-aw areness H2 H3 Resu lt: Resu lt: Rejected r(50) =.424, p<.01 r(50) =.43, p <.01 m od erate positive correlation m od erate positive correlation

17 Result Interview Blu e for Mascu line, Red for Fem inine Participant Im age of typical lead er: d escriptions agree w ith m ascu line traits (transcript w as translated from Chinese) Description gender Masculine (leaders should ) have the ability to give orders, and others will follow them, when others understand or do things wrong, they will correct them in time.they may both force others to do that, or may not. That s not limited by gender. (determination, independence) Feminine I once experienced a monitor, a kind of domineering person. authoritarian female they keep decribing a kind of women to me: first you should be elegent, not extremely beautiful not ugly to be sure. The feeling of contemplation and Androgynous steady is important Like an iceberg, no matter what a good female leader do or female speak, she only shows an aspect of her, and what beneath that is unknown. Others don t really take me as a leader I think hierarchy is important. The Undifferentiat leader I can think of now is Ma (The androgynous participant), an outgoing and ed energetic person. both

18 Result Blu e for Mascu line, Red for Fem inine Participant (transcript w as translated from Chinese) Description Masculine Not that arbitrary having their own ways to achieve their goal. Also be in a good relationship with superior and subordinate. Again gender is not important, if you can get things done. Feminine First, you should make everyone cooperate with each other without conflicts. Seound, She or he should have authority. You can just let everyone ignore you and your orders. Third, you cannot be too rigid and stick to your leader position. You should have some interactions with your members. Another thing is you should listen to others opinions. Don t be stubborn. Im age of Id eal lead er: And rogynou s traits Interview In my opinion, there are two kinds of leaders. One is a woman who is very Androgynous powerful, like Merkel. Another kind is the kind of women who work hard and also clever and outgoing. They have good attitudes and being flexible. An ideal leader is a combine of both genders for me, but it is somehow vague. You should have what we traditionally require, like authority and power. The Undifferentiated Caring aspect is also important. You should know how to allocate and how to improve efficiency.

19 Result Interview (transcript w as translated from Chinese) Participant Lead er self-aw areness personal ability encou ragem ent from parents personal interests Description Factors Masculine Not quite important, in my department, minster or vice-minister is not important. As long as you can get things done I can also follow your order. It is not that you must follow my instruction. personal ability Feminine I don t have the feeling of being a leader, not really he leader identity, not quite essential for me Parents don t want me to be outstanding as a leader, I means, they never encourage. no encouragement from parents Being a leader is such a enjoyment for me! My mother said that if you were not good at academy, then being a leader. Being a leader is significant for me. encouragement from Androgynous My parents had set some models for me since I was young, for parents example, Fu Ying*. My parents admire her a lot. My mon keeps telling me that I looks like her, but I cannot tell where. Just like that, they keep describing a kind of woman to me. Not very important I feel it is somehow useless, except I met lots Undifferentia of friend in department and got some credits. Personally, I am not quit interest in being leader.but my family do encourage me to be ted leaders That s only a personal interest issue. personal interests *Fu Ying: the vice chairm an of the Foreign Affairs Com m ittee of China N ational People s Congress

20 Influ ence factors Participant Description factor Masculine All my monitors and teachers who in charge of my class were women. If a woman can reach such a position, she must be much more competitive and qualified than the man in the same position. I don t believe the saying that gender has effects on leadership. But because most of people always judged female leader unfairly, women can only be successful by showing both strong and weak. That s a way to satisfy the expectations of others. interaction in school social norms Feminine If the leader is a boy, others may be more obedient to his instruction interaction in Male leaders always seem more authoritative. school Girls, girls can be more reliable, at lease I felt female leaders are more social norms reliable. school fam ily society The requ irem ent of good lead ership Androgynous styles The pressu re from the society Undifferentiated But stronger I showed, less ballots I got. Then my mom told me that it interaction in still took time for people to get used to female leaders. Being too aggressive or ambitious is not suitable for girls so she wanted me to family hide my ambition a little bit. So, it is very important for female leaders social norms to couple hardness with softness. It might because the most people I get in touch with are girls. I do feel interaction in gender does not have great influence on people s leadership at birth, school but nurture does count. Like the old-fashioned ideals that women social norms should return to their family, it might block women s way.

21 Discussion

22 Discussion Gender Role Performance Gend er Role Perform ance Theory: play the role given by the society play the role as lead er (m ale role) constru ct gend er id entity accord ingly id entification w ith m ascu line reinforce the role better lead er self-aw areness m ascu line lead er self-aw areness positive correlated (H 2) fem inine (rejected) lead er self-aw areness negative correlated (H 3)

23 Discussion Gender Role Performance Gend er Role Perform ance Theory: play the role given by the society play the role as leader (male role) constru ct gend er id entity accord ingly id entification w ith m ascu line reinforce the role better lead er self-aw areness Id eal Im age of Lead er H aving both m ascu line and fem inine traits Androgynous role id entification w ith both m ascu line and fem inine better lead er self-aw areness

24 Discussion Gender Role Performance Lead er self-aw areness personal lead ing ability personal interests fam ily encou ragem ent Personal Experience

25 Conclusion

26 Conclusion Major Findings Lead er: And rogynou s Role Lead er self-aw areness is in positive correlation to the id entification d egree of both m ascu line and fem inine Lead er self-aw areness is influ enced by personal experience Avoid ing the stereotype: m ale role Encou raging fem ale stu d ents to be lead ers

27 Conclusion Limitation and D elimitation Lim itation Within-grou p featu re effect in BFSU cannot be fu lly controlled. Snow ball sam pling m ay cau se com m u nity bias. Delim itation Sex-typed gend er id entity theory is not applied avoid vagu eness correlation stu d ies

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29 Thank you