Part of the Bristol and Bath Psychology seminar series jointly hosted by both the School of Psychological Science and the Department of Psychology, respectively.
PLEASE NOTE THIS EVENT HAS BEEN POSTPONED
Abstract: The research I will present examines a persistent cognitive bias contributing to gender inequality – why stereotypes of men and not women match stereotypes of leaders. Using a more expansive model of stereotyping than previous research and a breakthrough analytical approach never applied in this field, our findings show that central to this bias is attributing leaders and men with malevolent forms of power (power-hungry, domineering) rather than more neutral forms of power attributed equally or more to women (intelligent, competent). This knowledge is critical for promoting gender equality: rather than challenging women’s perceived lack of leadership capabilities (such as their competence), it may be more productive to challenge a culture that promotes a view of men and leaders as forcefully imposing one’s will upon others.
Bio: Dr Renata Bongiorno received her Ph.D. from the Australian National University, focusing on gender prejudice and privilege in leadership and organisational roles more generally. Renata joined the University of Exeter in 2017 as a Research Fellow in Psychology and has this year started as a Lecturer in Psychology at Bath Spa University. Prior to moving to the UK, Renata was employed in research roles in Australia, including at The University of Queensland to examine biases affecting prosecution and conviction for sexual assault, and by Melbourne Business School to examine the impacts of flexible-workplace policies designed to address gender inequality.
Renata’s published research covers issues of prejudice towards women and privileges afforded to men in leadership, how groups to advance action on climate change form, and how identity and emotion contribute to biases when responding (or failing to respond) to gender-based violence. Some of Renata’s ongoing projects include: examining processes important to mobilising men’s action in support of gender equality (supported by a British Academy/Leverhulme Small Research Grant); and expanding understandings of stereotype content and implications for leader-gender bias and gender and class biases in STEM fields.