{"title":"Exploring gender differences in Gen Z students’ attribution of obstacles influencing their academic and professional success","authors":"Isabel Fischer , John M. Luiz","doi":"10.1016/j.ijme.2024.100989","DOIUrl":null,"url":null,"abstract":"<div><p>Universities are often criticised for perpetuating gender inequalities in the preparation of students for the workforce. Employing a mixed methods approach, we explore whether perceived obstacles to academic and professional success are gender-based. We analyse responses from generation Z management students (n = 405) using attribution theory. We find that students predominantly perceive ‘effort’ as an enabler to their future success with gender disparities emerging when examining the multifaceted obstacles to their future success. Out of all demographic characteristics analysed, gender, and particularly a perceived lack of confidence by female students, is the most predominant and statistically significant factor. Through in-depth qualitative research we develop our understanding of these gendered student attributions, highlighting their potential impact on long-term professional success and their contribution to future earning inequalities. We examine the implications of our findings for educators and propose proactive strategies to tackle gendered disparities in the student experience.</p></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"22 2","pages":"Article 100989"},"PeriodicalIF":6.0000,"publicationDate":"2024-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1472811724000600/pdfft?md5=1de0048dac567b7def017590adb63ba5&pid=1-s2.0-S1472811724000600-main.pdf","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Management Education","FirstCategoryId":"91","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1472811724000600","RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"BUSINESS","Score":null,"Total":0}
引用次数: 0
Abstract
Universities are often criticised for perpetuating gender inequalities in the preparation of students for the workforce. Employing a mixed methods approach, we explore whether perceived obstacles to academic and professional success are gender-based. We analyse responses from generation Z management students (n = 405) using attribution theory. We find that students predominantly perceive ‘effort’ as an enabler to their future success with gender disparities emerging when examining the multifaceted obstacles to their future success. Out of all demographic characteristics analysed, gender, and particularly a perceived lack of confidence by female students, is the most predominant and statistically significant factor. Through in-depth qualitative research we develop our understanding of these gendered student attributions, highlighting their potential impact on long-term professional success and their contribution to future earning inequalities. We examine the implications of our findings for educators and propose proactive strategies to tackle gendered disparities in the student experience.
期刊介绍:
The International Journal of Management Education provides a forum for scholarly reporting and discussion of developments in all aspects of teaching and learning in business and management. The Journal seeks reflective papers which bring together pedagogy and theories of management learning; descriptions of innovative teaching which include critical reflection on implementation and outcomes will also be considered.