“Little girls should be seen and not heard:” How female gender stereotypes influence upward communication in educational institutions
Dr. John J. Sumanth
Although women have made numerous positive advancements and strides in the workplace in recent years, persistent gender stereotypes continue to have a powerful impact on how women are expected to think and behave in professional contexts. While organizational scholars have recently begun to examine how individuals’ decisions to express “voice” or “speak up” are shaped by formative socialization experiences, relatively little research has examined how young women deal with gender expectations in their early years of schooling. In this investigation, we aim to address the gap in the literature by exploring how middle-school girls’ preconceived beliefs about speaking up influences their behavior at school and by examining the outcomes associated with these preconceptions.
voice, education, gender, Engaged Learning 2013
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Ye, Katie, ""To be Seen and Not Heard:" How Female Gender Sterotypes Influence Upward Communication in Educational Institutions" (2013). Engaged Learning Collection. Paper 19.