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|
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