Graduation Year
2003
Document Type
Dissertation
Degree
Ph.D.
Degree Granting Department
Measurement and Evaluation
Major Professor
Robert F. Dedrick, Ph.D.
Co-Major Professor
John M. Ferron, Ph.D.
Committee Member
Bruce W. Hall, Ed.D.
Committee Member
Kathy Mcnelis, Ph.D.
Committee Member
Daphne Thomas, Ph.D.
Keywords
leadership dimension, task/personal, democratic/autocratic, gender stereotypes, theoretical implications
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.
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). USF Tampa Graduate Theses and Dissertations.
https://digitalcommons.usf.edu/etd/1415
