Emphasizing the Communal Demands of a Leader Role Makes Job Interviews Less Stressful for Women But Not More Successful

Christa Nater, Alice H. Eagly, Madeline E. Heilman, Nadine Messerli-Bürgy, Sabine Sczesny

Research output: Contribution to journalArticlepeer-review

Abstract

The cultural construal of leadership as masculine impedes women’s attainment of leader roles. This research examined whether adding feminine demands to a leader role relieved the greater stress experienced by women than men in a job interview for a leadership position and considered the processes that mediated women’s less favourable interview outcomes. In a hiring simulation, management students (N = 209; 112 women, 97 men) interviewed for a leader role framed by either stereotypically feminine or masculine role requirements. As shown by the stress biomarker salivary cortisol, the feminine role framing alleviated women’s, but not men’s, physiological stress response during the interview. However, under both masculine and feminine role framing, women, compared with men, reported lesser fit, expected poorer interview performance, appraised greater threat relative to challenge, and evaluated their performance less favourably, as did external raters. An additional vignette study (N = 305; 189 women, 111 men, 5 diverse) found that the feminine role framing increased the leader role’s communal demands but still conveyed strong agentic demands not different from those of the masculine role. In conclusion, although a feminine role framing alleviated women’s physiological stress response, it did not change their less favourable outcomes, as indicated by participants’ self-reports and others’ reports.

Original languageEnglish (US)
Pages (from-to)1506-1520
Number of pages15
JournalSex Roles
Volume90
Issue number11
DOIs
StatePublished - Nov 2024

Keywords

  • Agency and communion
  • Gender
  • Job interview
  • Leadership
  • Role incongruity
  • Salivary cortisol

ASJC Scopus subject areas

  • Gender Studies
  • Social Psychology
  • Developmental and Educational Psychology

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