Gender and Leadership: A Frame Analysis of University Home Web Page Images

With calls for (business) leaders to contribute to greater global fairness and social justice (BAWB 2006; Maak and Pless Journal of Business Ethics, 88, 537–550, 2009), this paper considers gender equality on University home web page images as one means of communicating equal access to leadership roles for both men and women. Although there are many paths for leadership development, one important purpose of Universities is to create people who will potentially become leaders in our society (Shapiro 2005). We analyzed the home web pages at 24 leading universities to identify implicit messages about gender roles, building on implicit leadership theory and leadership prototypes. Using an adapted version of Goffman’s frame analysis (1979), our results suggest depiction of gender equality in university home web pages, in contrast to studies of print advertisements (cf., Kang Sex Roles, 37(11/12), 979–996, 1997; Lindner Sex Roles, 51(7/8), 409–421, 2004). Our results also identify specific opportunities to depict greater equity and to continue to expand the potential for both women and men to be seen as being capable and belonging on this leadership path.     

Sexual Harassment in Educational Institutions in Delhi’ NCR (India): Level of Awareness,Perception and Experience

This study examined the level of awareness of sexual harassment in educational institutions in Delhi NCR (India). This paper grouped the results of all respondents into two categories, i.e. Private and State institutions, wherein a total number of 430 respondents were selected from ten private and state universities by simple random sampling from their respective law faculties. The statistical tools used in analyzing the data collected were frequency and chi square which revealed that the level of awareness of private or individually owned institutions is relatively high but lacks clarity, and boils down to a lower level of awareness as compared with state or government owned institutions. The findings also revealed that private universities experience sexual harassment just like state universities. Based on these results, the author recommends the augmentation of awareness programs in all universities, especially private ones. Compulsory sexual education courses for new intakes could be arranged, and final year students could also be re-oriented before they graduate.     

Actual Memory Ability Significantly Predicts Self-Evaluations of Memory

A number of researchers have suggested that confidence in one's memory is extremely flexible and that self-evaluations may actually reflect the difficulty of the memory task - rather than one's actual memory skill. This study examined this effect and related confidence in one's memory to actual memory skill, as measured by standardized neuropsychological tests of memory. We found that, indeed, confidence in one's memory can be altered. However, we observed that the best predictor of self-evaluation of memory was, in fact, actual memory skill as measured by standardized tests. We suggest that self-evaluation of memory and confidence in one's memory accurately reflects memory skill,although this evaluation can be slightly affected by the difficulty with which the memory is retrieved. This revised version was published online in July 2006 with corrections to the Cover Date.     

Can I Do It? Will I Try? Personal Efficacy,Assigned Goals,and Performance Norms as Motivators of Individual Performance1

This study tested concurrent influences of personal efficacy, assigned goals, and performance norms on individual performance, mediated by personal goals and task‐specific self‐efficacy. Seventy‐seven undergraduate students performed a verbal task in this laboratory experiment that manipulated assigned goal level (low, high) and information about the performance of others (low, high). Relations among variables, including general, domain, and task‐specific self‐efficacy, as well as performance were examined through structural equation modeling. Results demonstrated simultaneous effects of assigned goals and normative information on self‐efficacy, personal goals, and subsequent performance, as well as mediated effects of domain efficacy on performance.