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This chapter seeks to theoretically answer the question: under which circumstances do groups succeed under female leadership? Further, is it possible to conceptualize the engineering of groups such that group success under female leadership is a likely outcome?

In this chapter, I draw on identity control theory (Burke & Stets, 2009; Stets & Burke, 2005) and role congruity theory (Eagly, 2003) to discuss the implications for female leaders of the discrepancy between the female gender identity and the leader identity. Next, I draw upon status characteristics theory (Berger et al., 1972) to further illustrate the negative consequences of being a female leader. Then, drawing on group processes research, I make the explicit link between the negative expectations for female leaders on group performance through the endorsement of group members. Finally, I utilize innovative research using institutionalization of female leadership to propose a possible solution for improving group performance.

I present nine testable hypotheses ready for empirical test.

I propose that training materials underscoring the skills that females have as leaders can subvert the development of conflictual expectations facing female leaders, thus removing the deleterious effects on group performance. That is, if group members receive training that emphasizes the competencies and skills women bring to the group’s task and to the leadership role, then group performance will not be threatened.

The purpose of this conceptual paper is to provide a theoretical explanation for the persistence of the glass ceiling keeping women from assuming leadership positions.

The methodological approach of this paper is to compare and contrast social role theory and expectation states theory as theoretical underpinnings to explain the persistence of a glass ceiling for women leaders.

Both social role theory and expectation states theory belong to the structural/cultural models describing differences between the genders. Social role theory and expectation states theory explicate diverse reasons for the emergence of these differences. However, both theories propose that gender differences will result in evaluation bias against women.

As a result of evaluation bias against women, the glass ceiling phenomenon keeping women from assuming top leadership positions continues to occur.

This paper is being written on the 20 year anniversary of the term glass ceiling being coined. It adds to the body of literature by closely examining two structural/cultural theories as possible causes to an invisible barrier which keeps women leaders from entering top level management positions.

This paper aims to analyse reference group influence through the imagined audience construct of the role theory. Prior research has shown the influential nature of reference groups on an individuals’ behaviour. The studied theatrical metaphor supplies a new perspective to the social phenomenon of reference group dynamics in consumer behaviour.

Twenty face-to-face interviews were conducted utilizing a naturalistic research study design. The interviews took place in the participants’ homes, and participants were asked to create five outfits for various social situations. Then, the participants were asked about the outfits they created, and how that outfit aided in their role preparation process. An inductive analysis of the data resulted in narrative themes that align with several role theory constructs.

The consumer role rehearsal narratives that emerged describe the process individuals go through for anticipated social interactions. Depending on the social situation, role theory constructs such as role expectations, role location, role learning and role skill were highlighted. The imagined audience of various reference groups do impact the individual’s future behaviours.

Future researchers could apply additional role theory constructs not only to reference groups but also to other aspects of consumer behaviour as well.

This paper supplies a role theory framework that can be used by future researchers when studying reference group influence on consumer behaviour.

The purpose of this study is to examine how commercial beekeepers operating in two different nations perceive their role towards their community and society. The realms of role theory will be adopted.

Data among 144 commercial beekeepers operating in both New Zealand and the United Kingdom (UK) were gathered through an online questionnaire. The design of the questionnaire, which allowed extended comments from the participating commercial beekeepers, validated the use of the inductive analysis approach that enabled the emergence of various distinctive themes, and the development of a theoretical framework.

Participants from both New Zealand and UK recognised similar ways of making a positive impact. Moreover, they agreed that their contribution spanned from pollinating fields and orchards, to improving food production and preserving nature. Nevertheless, the two groups also differed in their views, notably, of the degree of knowledge or awareness among stakeholders concerning beekeepers’ contribution.

By using a comparative view of how commercial beekeepers perceive their role vis-à-vis their wider community, this study addresses a call for rethinking the social value added that emanates from entrepreneurial activities, and how such value can affect society. Furthermore, in adopting social role theory, the study proposes a framework where strong associations between the empirical results and the tenets of social role theory are revealed. This framework affords a lens through which food-producing activities aimed at balancing producers’ commercial and environmental imperatives and their relationship with broader societal expectations could be reflected upon.

The relationship between an individual’s comprehension of his or her role in society, the gender expectations of society, and how these thoughts and stereotypes influence an individual’s behavior in particular settings seem to be separate, yet interrelated. It is for this reason that an analysis of four main theories of gender and leadership must be reviewed for contrasts and comparisons. This paper reviews and analyzes the research literature on Social Role Theory, Implicit Theory, Attribution Theory, and Leader Emergence Theory. Further it draws conclusions and comparisons that will provide recommendations and implications for future research and practice.

Findings regarding the relationship between biological sex and job stress remain inconsistent. In the present chapter, we suggest that this is due to the overly simplistic and synonymous treatment of biological sex and gender. Specifically, researchers have operationalized gender as sex, neglecting the inherent complexity of the gender construct. To address this, we take a more nuanced approach and develop a theory around the effects of biological sex and gender on job stress, considering how sex, gender, sex-based prescribed gender roles and work roles interact to create role conflict. We predict that a lack of congruence between any of the aforementioned variables results in various types of role conflict, leading to stress, and requiring coping. Drawing on the literature on role conflict, emotional labor, and facades of conformity, we introduce the concept of gender façades as a coping mechanism. Theoretical and practical implications are discussed.

Purpose – Role-taking refusal was a foundational problem in Mead's work but was ignored by subsequent interactionists who focused on the benefits of role-taking – empathy and solidarity – but failed to examine how they are destroyed or crippled from emerging as inclusionary aspects of social consciousness. Role-taking refusal constitutes both the microfoundation of dehumanization in the case of the oppressor and, in the case of the oppressed, the microfoundation of resistance. Role-taking refusal is linked to Giddens's notion of the reflective project of the self, Omi and Winant's racial formation theory, Feagin's theory of systemic racism, and the perspective of Critical Race Theory.

Methodology – I shall portray role-taking refusal by using historical, theoretical, and empirical works, especially ethnographic studies.

Social implications – The oppressed know the image their oppressors have of them. Refusing to internalize this image is the first step – the microfoundation – of resistance. Role-taking refusal in the oppressed fosters critical consciousness, which, if solidarity with others is formed, can lead to collective action and, possibly, permanent institutional change.

Originality – “The superiority delusion” is the paradigmatic ideology of all oppressors, deployed to justify their power, privilege, and prestige. This delusion is maintained by the microfoundation of dehumanization, which is a systematic refusal to role-take from those over whom oppressors oppress. All other ideologies that justify oppression are derived from some form of “the superiority delusion,” identifying for the first time role-taking refusal as paradoxically both the original sin of social relations and the foundation of social resistance.

In this contribution, we systematically review the extant global leadership literature to identify important bibliometric and thematic patterns in evidence in this evolving field of scholarship. Conceptualizing the phenomenon to include leaders/managers/supervisors who hold global, expatriate, or international positions, we draw out insights accumulated from a total of 327 published articles in key management and organizational behavior journals listed in Scopus. Our analysis proceeds in two sequential phases. Our bibliometric analysis first identifies the most cited articles, most published first authors, country bases of first authors, and frequently publishing journals in this field. This characterizes both the diversity and innovative nature of scholarship in the field. Our thematic content analysis, generated through Nvivo 11, isolates two dominant overarching themes that represent the wellspring for the body of literature, namely global leader development and global leader effectiveness. These themes of development and effectiveness are further explicated through six distinct lenses namely cultural, cognitive, learning, personality trait, social/relational, and political. These lenses are underpinned by a suite of theoretical perspectives encompassing individual, system, and contextual considerations. In combination, these sets of analyses bring added systematics to the field and serve as a point of departure for future inquiry.