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This article describes a workshop to develop men in organisations to take leadership in promoting equality. The nature of men's conditioning and the stresses associated with leadership are seen to reinforce one another in producing rigid and isolated leadership. Successfully developing men's leadership depends on giving men the opportunity to deal with both of these issues. Useful questions for men to address are suggested in the article. What emerged from this workshop was the contrast between stereotypes of men and masculinity and the actual feelings and difficulties of the participating men. The workshop also highlighted how men's conditioning is reinforced by organisational expectations as to how men should behave if they are to get ahead in their careers. Finally, the workshop showed the usefulness of separtate training for men where the focus is on positive role for men in supporting equality.

The programmes to create equal opportunities for women that have taken place and the ensuing need to find ways to enlist male managers as allies has prompted fresh thinking about the specific training needs of men. The conditioning of young men and the expectations placed upon them as adults limits their effectiveness as leaders. The article describes a new training for men called “CREATING A NEW MEN' LEADERSHIP” that is designed to assist them to overcome the effects of gender conditioning on their leadership. It examines men's leadership, how it is effected by gender conditioning and the oppression of men, the assumptions and the approach used in the training, and it proposes a startegy for establishing this work as a central part of the development of men as leaders over the next ten years.

This introductory article of the Special Issue on ‘Men, Masculinities and Leadership’ provides some necessary background information for the other articles in the issue. It outlines major social changes that have contributed to the disassociation of leadership and maleness, and the more general reappraisal of men's leadership. The major focus of the article is a review of literature on leadership seen in terms of it being the theories and practices of men. The article continues with discussions of the nature of feminism, and feminist challenges to men and leadership, and the crisis of men and masculinities; and concludes with men's responses to these changes, in men's groups, and mixed group and organisational contexts.

This conceptual work synthesizes the experiences of Black men who are collegiate athletes and introduces new theoretical considerations on the formation of their leadership identities in predominantly white institutions. This scholarship focuses on historical understandings of how race and gender influenced the creation of the current Black man in collegiate identity. This work expands on Du Bois' (1903) concept of double consciousness, Fanon's (1952) views on Blackness, and Bertrand Jones and colleagues' culturally responsive leadership learning model (2016). Collectively, the three frameworks highlight the significance of leadership in the development of Black men who are student-athletes. The conclusion includes implications and recommendations for future research as we work to support and develop Black men beyond their athletic identity.

The purpose of this paper is to investigate the influence of charismatic leadership style and value congruence on the social connectedness of retired men in Australian Men’s Sheds. This study also explores the impact of social connectedness on well-being outcomes, such as employment and training, improved family relationships and access to health and welfare services.

The methodology is a qualitative approach using focus groups (yarning circles) and semi-structured interviews with Shed leaders, men members and healthcare workers.

The findings suggest that a charismatic leader enhances the value congruence between leaders and their members through empowering, envisioning and empathy, which also contributes to the social connectedness of members and enhances well-being of retired men.

The study provides insights into the factors that contribute to successful leadership, participatory and leadership practices in the Groups/Sheds, and addresses a gap in the literature in the area of leadership and Men’s Sheds.

The purpose of this paper is to assess the adherence to the traits of the queen bee phenomenon (QBP) for women who hold leadership positions in Brazilian higher education institutions (HEIs) and to compare their responses with those of women without leadership positions and of men on the same dimensions.

A total of 703 academics from 88 HEIs participated in this study. The data were analyzed using a statistical package to calculate descriptive and inferential statistics. For these, 2 × 2 analysis of variance tests were performed to compare leader women vs nonleader women and leader women vs leader men.

The results indicate that leader women do not fit to all dimensions of the QBP. They report high averages to commitment, agency traits and personal sacrifices to career (Male self-description) and to meritocratic discourse. However, leader women assess their junior counterparts with higher averages to commitment and agency traits than women without leadership positions and leader men assess their junior counterparts. Women in leadership positions report superior identification with same gender colleagues and declare to be more supportive with affirmative policies for women's professional development than nonleader women and leader men.

This study reinforces that same gender conflict in the work environment is not a female characteristic and also promotes reflections on the influence of organizational culture, men hostility toward quotas and gender stereotypes for female progression in the academic context.

This study provides an empirical analysis of the QBP to academic women in Brazilian HEIs and compares its dimensions to nonleader women and leader men. The analysis of a sexist culture enabled original results, as nondistancing of the self-group, even if leader women presented some QB traits.

We investigate the role of gender in linking communicative acts that occur in the interactions of self-managed teams to emergent leadership. Specifically, this study presents a framework that differentiates between agentic and communal task- and relations-oriented communication as predictors of emergent leadership, and it hypothesizes that men and women do not differ in what they say but do differ in how they are rewarded (i.e. ascribed informal leadership responsibilities) for their statements.

Interaction coding was used to capture the meeting communication of 116 members of 41 self-managed teams.

Men and women exhibited the same amount of agentic and communal task- and relations-oriented communication and were equally likely to emerge as leaders. However, men experienced an emergent leadership advantage when engaging in agentic and communal task-oriented behaviors. Agentic and communal relations-oriented behaviors did not predict emergent leadership.

The findings imply that theories could be more precise in differentiating between objective behaviors (i.e. actor perspective) and perceptions thereof (i.e. observer perspective) to understand why women experience a disadvantage in assuming leadership roles.

Although women displayed the same verbal behaviors as men, they experienced different consequences. Organizations can provide unconscious bias training programs, which help increase employees' self-awareness of a potential positive assessment bias toward men's communication.

This research utilizes an innovative, fine-grained coding approach to gather data that add to previous studies showing that, unlike men, women experience a disadvantage in terms of emergent leadership ascriptions when they deviate from stereotypically expected behavior.

This qualitative exploratory study focuses on the leadership experiences of college men who held leadership roles in campus organizations. The researchers examined the students’ experiences of leading their organizations and group members and the students’ perceptions of gender roles influencing their leadership practice. Four male participants at a medium-sized, religiously-affiliated university engaged in in-depth interviews and a focus group with the researchers, who used a blend of qualitative approaches to conduct the study and analyze the data. Key themes emerged around a balance between task and relationship-building; the distinction between power and influence; a desire to do better; understanding leadership as generative; and resisting the masculine/feminine leadership dichotomies. Implications are presented for professional practice and research.

The purpose of this paper is to review six different ways that have been used to “see the elephant” that constitutes the intersection of sex, gender, and leadership.

The proportions of women in positions of power and authority, leader preferences, leader stereotypes, attitudes toward women as leaders, linkages of leadership theories to gender stereotypes, and sex differences in leader behaviour and effectiveness are reviewed.

The managerial playing field continues to be tilted in favor of men and behaviours associated with the masculine gender stereotype, a phenomenon that occurs despite what leadership theories and field evidence would suggest.

Future research should continue to track trends in proportions, preferences, stereotypes, attitudes, behaviour, and effectiveness pertaining to the intersection of sex, gender, and leadership. Scholars should not limit themselves in the kinds of research methods they apply to this task.

The challenge for organisations is to take advantage of and develop the capabilities of all individuals in leader roles and then create conditions that give leaders of both sexes an equal chance to succeed. The goal should be to enhance the likelihood that all people, women and men, will be effective in leader roles.

Leader behaviour should have no gender.

This review encourages scholars to share what they have learned from their own ways of seeing, in this journal and elsewhere, and to listen carefully to what other scholars have to share.

This chapter will highlight the process of engaging Black college men in leadership learning by centering their intersecting identities. We employed liberatory pedagogy through an anti-deficit achievement framework for course design and delivery. The chapter addresses the importance and implications of understanding how engaging with same-race and same-gendered peers in formal leadership curricula can support Black men in continuing to develop their leadership identity, capacity, and efficacy. This chapter will end with key course outcomes, pedagogical methods to center identity and build leadership capacity, and key takeaways for leadership educators developing courses that engage Black college men. This chapter concludes with recommendations for research, policy, and practice and offers reflection questions for educators, advisors, and mentors to consider when designing curricula that center on Black men and their leadership learning.