Graduation Year

2003

Document Type

Dissertation

Degree

Ph.D.

Degree Granting Department

Measurement and Evaluation

Major Professor

Dedrick, Robert

Keywords

leadership dimension, task/personal, democratic/autocratic, theoretical implications, gender stereotypes

Abstract

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 professorsʹ 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.

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