Gendering models of leading academic performance (LAP): The role of social identity, prototypicality and social identity performance in female academic careers
In this paper we argue that Leading Academic Performance (LAP) expectations in universities are gendered, hindering female academic leadership. Integrating concepts from social identity theory of leadership, prototypicality, and social identity performance we describe how evaluations of female academic performance are shaped by gender social identity negatively affecting the career advancement of female faculty. We then illustrate how female academics can perform their academic and/or female social identities in order to be considered as leading academic performers.
|Date of creation:||2009|
|Publication status:||Published by:|
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- Bas Jacobs & Frederick Van Der Ploeg, 2006.
"Guide to reform of higher education: a European perspective,"
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- Donna K. Ginther & Shulamit Kahn, 2009. "Does Science Promote Women? Evidence from Academia 1973-2001," NBER Chapters, in: Science and Engineering Careers in the United States: An Analysis of Markets and Employment, pages 163-194 National Bureau of Economic Research, Inc.
- Donna K. Ginther & Shulamit Kahn, 2006. "Does Science Promote Women? Evidence from Academia 1973-2001," NBER Working Papers 12691, National Bureau of Economic Research, Inc.
- Frederick van der Ploeg, 2008. "Towards Evidence-based Reform of European Universities," CESifo Economic Studies, CESifo, vol. 54(2), pages 99-120, June.
- Mary Fox & Carol Colatrella, 2006. "Participation, Performance, and Advancement of Women in Academic Science and Engineering: What is at Issue and Why," The Journal of Technology Transfer, Springer, vol. 31(3), pages 377-386, 05. Full references (including those not matched with items on IDEAS)
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