Degree Granting Department
Measurement and Evaluation
leadership dimension, task/personal, democratic/autocratic, theoretical implications, gender stereotypes
This experimental study used eight written vignettes to analyze the effects of professor gender, professor leadership style (democratic/autocratic), and type of situation (task/personal) and participant gender on evaluations of professorsÊ¹ competence, likeability and masculinity characteristics. Undergraduates from the College of Arts and Science (N=932; Males=464, Females=467), and the College of Education (N=722; Males=140, Females=582) were used. Results indicated that research participants rated democratic professors significantly more competent, likeable, and more feminine than autocratic professors.
Contrary to expectations derived from gender spill-over and gender congruency theories, male participants did not rate female professors more negatively than their male counterparts when they acted autocratically in a personal situation (i.e., gender incongruent manner.) Exploratory results revealed trends that are discussed along with theoretical and practical implications.
Scholar Commons Citation
LaRocca, Michela A., "Perception of leadership qualities in higher education: Impact of professor gender, professor leader style, situation, and participant gender" (2003). Graduate Theses and Dissertations.