Does a Flexibility/Support Organizational Initiative Improve High-Tech Employees’ Well-Being? Evidence from the Work, Family, and Health Network
An organizational intervention that promotes workers’ flexibility and supervisor support increases job-related well-being among IT workers, as well as general well-being among women.
Phyllis Moen,
Erin L. Kelly,
Wen Fan,
Shi-Rong Lee,
David Almeida,
Ellen Ernst Kossek,
Orfeu M. Buxton
Older women were less likely than younger women to be offered interviews for entry-level positions, despite having resumes with matched characteristics.
Constraints into Preferences: Gender, Status, and Emerging Career Aspirations
When cultural stereotypes portray women as less competent than men on a task, women judge their abilities more harshly, use a higher standard than men, and show less interest in related careers.
What’s in a Name: Exposing Gender Bias in Student Ratings of Teaching
Assistant instructors who were perceived as female received lower ratings from students than instructors perceived as male, regardless of their actual gender and teaching ability.
Does a Flexibility/Support Organizational Initiative Improve High-Tech Employees’ Well-Being? Evidence from the Work, Family, and Health Network
An organizational intervention that promotes workers’ flexibility and supervisor support increases job-related well-being among IT workers, as well as general well-being among women.
Phyllis Moen,
Erin L. Kelly,
Wen Fan,
Shi-Rong Lee,
David Almeida,
Ellen Ernst Kossek,
Orfeu M. Buxton
Older women were less likely than younger women to be offered interviews for entry-level positions, despite having resumes with matched characteristics.
Constraints into Preferences: Gender, Status, and Emerging Career Aspirations
When cultural stereotypes portray women as less competent than men on a task, women judge their abilities more harshly, use a higher standard than men, and show less interest in related careers.
What’s in a Name: Exposing Gender Bias in Student Ratings of Teaching
Assistant instructors who were perceived as female received lower ratings from students than instructors perceived as male, regardless of their actual gender and teaching ability.