“I Know What I’m Doing”: The Impact of Gender Stereotypes about Expertise on Task Assignments in Groups

Abstract

This chapter investigates the effects of gender stereotypes on expectations about expertise and task assignments. We present a theoretical model that predicts and explains the pervasive and self-reinforcing effects of gender-based stereotypes on expected knowledge and task assignments in groups. In the model, stereotypes influence expertise recognition, which influences tasks assignments. Task assignments provide group members with task experience and expertise. Expertise influences expertise recognition, making the model cyclical. Expertise gained from task experience also affects stereotypes, creating a cycle that reinforces stereotypes. We describe findings from a program of research designed to examine ways of breaking this self-reinforcing cycle, which investigates the effectiveness of various types of expertise claims made by people with expertise, that is inconsistent with stereotypical expectations. We consider the implications of our theory and data for effects of status on evaluation of expertise claims in work groups.

Citation

Fraidin, S.N. and Hollingshead, A.B. (2005), "“I Know What I’m Doing”: The Impact of Gender Stereotypes about Expertise on Task Assignments in Groups", Thomas-Hunt, M.C. (Ed.) Status and Groups (Research on Managing Groups and Teams, Vol. 7), Emerald Group Publishing Limited, Leeds, pp. 121-141. https://doi.org/10.1016/S1534-0856(05)07006-4