Session Summary

Session Number:221
Session ID:S708
Session Title:The Gendered Classroom: Implications for Pluralistic Management Education
Short Title:The Gendered Classroom
Session Type:Division Joint Symposium
Hotel:Swiss
Floor:LL3
Room:Gball 3
Time:Monday, August 09, 1999 12:20 PM - 2:10 PM

Sponsors

GDO  (Audrey Murrell)amurrell@katz.business.pitt.edu (412) 648-1651 
MED  (James Stoner)Stoner@mary.fordham.edu (212) 765-5573 
OCIS  (JoAnne Yates)jyates@mit.edu (617) 253-7157 

General People

Chair Ballard, John A. College of Mount St. Joseph jballard@erinet.com (513)-244-4365 
Chair Livesey, Sharon M. Fordham U. livesey@mary.fordham.edu (212)-636-6581 
Discussant Fletcher, Joyce K. Simmons GSM JoyceFlt@aol.com 617-521-3874 

Submissions

Travails on the Road to the MBA: Are They the Same for Women and Men? 
Presenter Marks, Janet R. Fordham U. marks@mary.fordham.edu (212)-636-6171 
Extemporaneous Speaking and Self Presentation in an Elite MBA Classroom; Shooting from the Lip: Help or Hindrance for Women? 
Presenter Livesey, Sharon M. Fordham U. livesey@mary.fordham.edu (212)-636-6581 
Men, Gender Culture, and Management: Implications for Management Education and the Classroom 
Presenter Ballard, John A. College of Mount St. Joseph jballard@erinet.com (513)-244-4365 

Abstract

Management education performs a critical socialization function for individuals intending to move into organizational settings. These "cultures of orientation" instill in the recruit knowledge, skills, and values (Van Maanen, 1983). Further, they set the ontological, epistemological, and social compasses by which graduates orient themselves in their journeys into the world of work and lifetimes of learning. Notwithstanding these issues, business schools (unlike law and medical schools) have received relatively little attention in recent research, particularly from a gendered perspective. We propose in this Symposium to revisit the issue of management socialization using the lens of gender. Symposium participants will present findings from literature review, research based on data from the Graduate Management Admission Council showing patterns of male and female participation rates in management programs, and an ethnographic study describing the experiences of men and women students in an elite business school classroom. With this as a starting point, we propose to generate interactive discussion among participants and attendees that will help to initiate future research, guide educational practice, and open new vistas in management education and development as we journey forth into a pluralistic world, teachers, students, managers and researchers alike.