FEMINIST PEDAGOGY IN BUSINESS SCHOOLS: IMPACT ON FEMALE STUDENTS’ LEADERSHIP SELF EFFICACY

Abstract

FEMINIST PEDAGOGY IN BUSINESS SCHOOLS: IMPACT ON FEMALE STUDENTS’ LEADERSHIP SELFEFFICACY

ABSTRACT

This article looks into the impact of business schools’ feminist pedagogy on female students’ leadership selfefficacy. As gender gaps in leadership persist worldwide, business education has shifted its focus to pedagogies that not only transmit technical and managerial knowledge to female students but also foster their self-efficacy for leading. The study aims to investigate how feminist pedagogy practices within the business school classroom are related to female students’ leadership selfefficacy, and determine which specific elements of pedagogical approach matter most. The purposes are to (1) cluster available literature about feminist and inclusive pedagogies and the female leadership selfefficacy, (2) find what still has not been explored yet, and (3) suggest a research model linking embody daya practices with the shift of females perceived power in their role as leaders. We employ a mixedmethods approach that involves systematic literature review and qualitative comparative case study of two business schools enacting feministinspired interventions (e.g. inclusive discussion, role modelling, reflection) together with pre-/postsurvey measures of leadership selfefficacy. The results reveal that feminist pedagogy elements, including inclusivity in the classroom, critical reflection, calling out gender stereotypes and featuring female role models are positively and significantly related to leadership selfefficacy. It is other findings that also suggest that experience (in project management/mentorship) moderates these relationships. The article concludes that business schools committed to building women’s leadership must incorporate feminist pedagogical components into curriculum development and instruction. Policy, instructor training and future research implications are presented.

Keywords: Feminist pedagogy; business education; female leadership; selfefficacy; gender equity; empowerment; educational intervention