Gender and feminine Identities - women as managers in a UK academic institution

Vincenza Priola

Research output: Contribution to journalArticle

Abstract

The paper considers gender identities in higher education. It examines how people involved in university life engage in (re)creating gender identities and in (re)producing gender-related expectations (and stereotypes) of managerial behaviour. The process of construction of feminine identities is explored through the discourses of academics from a UK university (mainly women who hold managerial positions). The paper reports findings from a series of in-depth interviews with women managers (dean, associate deans and heads of departments) and with university academics (men and women) from a Business School, part of a large British new university. The school was of special interest because women held the majority of senior managerial posts. It appears that the process of construction of femininities is mainly developed around four (stereo-)typical aspects generally associated with feminine management practices (multi-tasking, supporting and nurturing, people and communication skills, and team-work).
Original languageEnglish
Pages (from-to)421-430
Number of pages10
JournalWomen in Management Review
Volume19
Issue number8
DOIs
Publication statusPublished - 2004

Fingerprint

manager
university
gender
women's university
multiple stress
business school
femininity
communication skills
stereotype
discourse
interview
management
school
Managers
education
Gender identity
Stereotypes
Team work
Communication skills
Femininity

Keywords

  • educational development
  • gender
  • higher education
  • managers
  • United Kingdom

Cite this

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Gender and feminine Identities - women as managers in a UK academic institution. / Priola, Vincenza.

In: Women in Management Review, Vol. 19, No. 8, 2004, p. 421-430.

Research output: Contribution to journalArticle

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