Curated reading list on the topic of ‘Gender and Feminism’ in management and organization studies
A collaboration between the Management Learning journal and the Talking About Organizations Podcast!
The list below is another of our curated collections of episodes and accompanying readings courtesy of the Management Learning journal. The aim of these collections is to pair our episodes with external thematic readings in order to augment gaps in our portfolio, provide quick ‘crash courses’, as well as offer more in depth bibliographies on selected topics.
Gender has been a significant topic in organization studies for a long time. We featured the groundbreaking work of Rosabeth Moss Kanter on “tokenism” from 1977 and covered the third wave of feminism in a review of Joan Acker’s theory of gendering in organizations. Meanwhile, Management Learning frequently covers gender issues and feminism in its pages. Keep checking back as this page is sure to grow!
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Other curated reading lists: Care | Emotions | Gender & Feminism | Group Relations | Historical Approaches | Learning in Organizations | Sociomateriality | Return to Resources Page
Resources from the Management Learning Journal
Gray, D. E., & Goregaokar, H. (2010). Choosing an executive coach: The influence of gender on the coach-coachee matching process. Management Learning, 41(5), 525-544.
Coaching has enjoyed substantial commercial growth, but empirical support for its effectiveness is limited. Nowhere is this more so than in the matching process between coach and coachee. This study describes the results from a coaching programme in which coachees were asked to reflect on and justify their choice of coach. Initial, qualitative results suggested that female coachees favoured the choice of female coaches, partly as a role model of business success. Male coachees tended to justify the selection of a female coach as more approachable for the discussion of sensitive, personal issues. A minority of male respondents also displayed sexist attitudes in their comments on the selection process. Subsequent quantitative analysis of the data, however, revealed no bias towards the choice of either female or male coaches. While the results show no statistical significance in gender choices, for a minority of coachees, gender is a rather surprising factor in the selection process.
Kelan, E. K. (2013). The becoming of business bodies: Gender, appearance, and leadership development. Management Learning, 44(1), 45-61.
The article uses media images of businesswomen to explore how Master of Business Administration students position themselves in relation to the businesswomen. Following feminist media studies, the article argues that subjects are “becoming” through media images. In order to explore subject formation processes through images, a business school setting, as a place that develops future leaders and that is dominated by men and masculinity, was chosen. The analysis of the interviews indicates that Master of Business Administration students position themselves in relation to the images of businesswomen by commenting on the appropriateness of dress based on the industry and by discussing that being sexually attractive is deemed unprofessional for women. While the subject positions that the Master of Business Administration students occupied were rather normative in nature, the article argues that images can be used as a helpful tool to allow reflection on normativity in relation to gender in leadership development. It is thereby possible to think about a displacement of norms by facilitating the use of alternative subject positions.
Stead, V. (2013). Learning to deploy (in) visibility: An examination of women leaders’ lived experiences. Management Learning, 44(1), 63-79.
This article focuses on women’s learning from their lived experiences of leadership. In an examination of how six women leaders at a UK University learn to deploy (in)visibility, I draw on conceptualisations of (in)visibility more commonly found in feminist research. These include surface ideas of (in)visibility as states of exclusion or difference due to a lack of women in leadership roles, and deeper ideas of how states of visibility and invisibility are maintained through power relations. I also refer to ideas on how (in)visibility operates and is produced and reproduced through organisational processes and practices. This analysis extends critical perspectives of leadership learning and development. Specifically, it adds to understandings of the tacit nature of social and situated learning through an articulation of the ways in which gender and power operate in women’s learning of leadership from experiences of (in)visibility. This article concludes by indicating further areas for research, including more developed understandings of women’s learning to think strategically from experience, examining the role of management educators in revealing women’s leadership learning and identifying methodologies to examine women leaders’ learning experiences.
Panayiotou, A. (2015). Spacing gender, gendering space: A radical “strong plot” in film. Management Learning, 46(4), 427-443.
This article seeks to contribute to the discussion on organizational space and gender by focusing on a powerful tool for management learning—popular culture and, in particular, Hollywood films. Taking a performative practice approach to the study of both gender and space and working with films featuring women in the central organizational role, this study explores the protagonists’ spatial practices as these are used to subvert, intentionally or unintentionally, organizational patriarchal structures. In this context, the study traces both how space is gendered through particular situated social practices and how gender is spaced, or how gender performativity is materialized in and through organizational space. Findings show that although on surface organizational spaces marginalize women, certain spatial practices can hybridize the workspace and transform the “margin” into a “space of radical openness.” This new space can also aid in subverting the traditional “strong plot” of the career woman, thus transforming both what we know and how we know in organizations.
Mughal, F., Gatrell, C., & Stead, V. (2018). Cultural politics and the role of the action learning facilitator: Analysing the negotiation of critical action learning in the Pakistani MBA through a Bourdieusian lens. Management Learning, 49(1), 69-85.
This empirical study contributes to critical action learning research by theorizing the role of an action learning facilitator from a cultural perspective. Our article adds to critical action learning by conceptualizing the dynamics of facilitation in managing interpersonal politics within action learning sets. Employing Bourdieu’s notion of habitus as a theoretical lens, we explore both participant and facilitator accounts of action learning at three Pakistani business schools, shedding light on the culturally influenced social practices that shape their learning interactions. Through a critical interpretation of our data, we illuminate the challenges of facilitation by revealing how deeply ingrained power relations, within the context of gender and asymmetric relationships, influence participants’ ability to organize reflection. We contribute to critical action learning by theorizing the critical role of facilitator mediation in managing interpersonal and intra-group relations within the Pakistani MBA context, outlining the implications for the dynamics and facilitation of action learning.
Stead, V., & Elliott, C. (2019). Pedagogies of power: Media artefacts as public pedagogy for women’s leadership development. Management Learning, 50(2), 171-188.
This article extends the idea of media artefacts as educational resources by examining web-based materials, specifically women’s ‘Power Lists’, to deepen understandings regarding media artefacts’ role in informing women’s leadership learning and development. Women’s underrepresentation in senior leadership roles places leadership development under scrutiny to develop theoretically informed frameworks that draw attention to gendered power relations in organisations. This article addresses this concern by drawing on cultural theory to theorise media artefacts as forms of public pedagogy. The pedagogic framework proposed presents a distinctive addition to leadership education methods that attend to the sociocultural and recognise the significance of informal learning to leadership learning. Recognising media artefacts’ pedagogic role enables individuals to examine in more detail the gendered nature of the social values and norms that inform leadership discourse, and how these values and norms are promoted, reproduced and sustained through media artefacts.
Blithe, S. J. (2019) “I Always Knew I was a Little Girly”: The gendering of skills in management training. Management Learning, 50(5), 517-533.
This article examines the ways in which popular management texts organize individual behavior in gendered ways at work. Taking the ‘Strengths’ program as an example of a popular management text that shapes action, the study finds that even though the text itself makes no explicit reference to gender, it (re)produces and encourages gendered behavior and perpetuates stereotypes about gender and skill. Based on textual analysis, auto-ethnographic accounts, and critical reflection of strengths-based corporate training sessions, the study concludes with a discussion about the ways that organizational texts are consumed through a gendered lens.
Mavin, S., & Yusupova, M. (2021). Competition and gender: Time’s up on essentialist knowledge production. Management Learning, 52(1), 86-108.
This article is an intervention in current trends of thinking about competition and gender in essentialist and stereotypical ways. Such thinking has produced numerous comparative studies measuring competitiveness of women and men; ‘proving’ men as competitive and women as non-competitive. Based on experiments and written questionnaires, these studies reduce gender to perceived biological sex and treat competition as a ‘self-evident’, static and easily measurable phenomenon. To contribute new understandings and learning, we surface five fallacies of this comparative research, explaining why the approach is misleading, inequitable and socially harmful. Drawing upon gender as a social construction and women leaders’ narratives, we offer a blueprint for democratising knowledge production. We write differently, choosing not to provide a ‘balanced’ view of the field and construct competition as a processual, complex and contextually specific phenomenon with underlying gender dynamics, rather than a discrete, observable and fixed in time event. The article provides learning: for leaders and managers to resist automatic categorisation on the basis of perceived biological sex; for management educators to challenge the ways that leadership and management are traditionally taught; and, for executive coaches to support changes in practice, by embracing complexity of the contemporary contexts in which leaders operate.
Other curated reading lists: Care | Emotions | Gender & Feminism | Group Relations | Historical Approaches | Learning in Organizations | Sociomateriality | Return to Resources Page
Episodes from the Talking About Organizations Podcast
- 99: Gendering in Organizations — Joan Acker
Joan Acker’s 1990 article “Hierarchies, Jobs, Bodies: A Theory of Gendered Organizations” was a significant work in feminist theories of organizations. She charged that prior feminist research had wrongly assumed that organizational structures were gender neutral. Instead, everything about organizations from structures to symbols are inherently gendered, and until that was acknowledged and studied, organizations would continue to reinforce long-standing gender inequalities. The article is significant for its synthesis of a growing body of research that questioned the claims of gender neutrality in organizational practices that creates and sustains barriers to women’s equality in the workplace. - 71: Managerial Behavior — Melville Dalton
2020 ushered in a full year of major change and renewed a lot of conversations about how we work, live, and cooperate in organizations and societies. In that spirit, we discuss Melville Dalton’s classic 1959 book “Men Who Manage: Fusions of Feeling and Theory in Administration.” The study provided an intimate look at how men (as these were all men at the time) entered into the managerial culture of a firm, how the separations between managers are workers were structured and maintained, and how managers felt about their standing — which ranged from secure to tenuous. In Part 1, we focus on the study itself, which is still very relevant not only for understanding what happens within the circle of managers but also how the boundaries can exclude others, particularly along gender lines. - 35: The Managed Heart – Arlie Hochschild
The Managed Heart, originally published in 1983 by Dr. Arlie Hochschild, introduced the concept of emotional labour as a counterpart to the physical and mental labour performed in the scope of one’s duties. The importance of emotional labour is made clear in Dr. Hochschild’s descrption of flight attendants, who regardless of the dispositions of airline passengers, turbulence in the flight, or personal stress is required to act and behave in ways that minimize passenger anxiety and encourage them to fly with that airline again. Thus, the book explores the challenges of stress, protecting one’s personal identity and private life, differentiated (and often unfair) gender roles, miscommunication between supervisors and workers or workers and clients, and others. - 17: Tokenism – Rosabeth Moss Kanter
In this episode, we read Rosabeth Moss Kanter’s paper “Some Effects of Proportions on Group Life: Skewed Sex Ratios and Responses to Token Women” (1977) which features as a chapter in her classic book, “Men and Women of the Corporation.” In this article, Kanter explores how interactions within a group or an organization are affected by the different numbers of people from distinct social types. In particular, she focuses on groups with skewed gender ratios: a high proportion of men and a small number of women – the tokens. The study is based on observations and interviews with sales team which had recently started to incorporate women in its workforce and shows how structural factors stifled their potential.