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Women, Leadership and Power LEA 707 FA-21 Session 2 Syllabus

PROFESSOR: Eglantina Gjermeni Office Location: Online Office Hours: T 11 a.m.-12.00; Th 3 p.m. - 4 p.m. by appointment via zoom. Every Thursday there will be a live session (not obligatory) for students who will sign up, from 2 p.m. to 3 p.m. Phone: Mobile + 355 682049227 Email Address: gjermenie@carolinau.edu

MISSION STATEMENT Carolina University is a Christ-centered University committed to educating aspiring leaders worldwide through exceptional teaching, scholarly research, creative innovation, and professional collaboration.

COURSE DESCRIPTION Women, Leadership and Power examines challenges and opportunities that influence women's leadership development, the connection between leadership and power and the societal consequences to the underrepresentation of women in leadership positions. The course prepares students to be knowledgeable about the importance of women holding leadership positions, examine why women are underrepresented at all levels of decision-making, critique gender differences in power and leadership, and understand how intersectionality and leadership are related.

The course further examines women in leadership and power by utilizing an international framework on gender equality and women’s participation at all decision-making levels. In the context of gender equality and women's leadership, this international framework examines ways to increase women’s participation in leadership positions, highlights women’s unique perspectives and approaches to leadership and power and explores and various ways in which society benefits from women in leadership positions.

COURSE DELIVERY AND METHODS This course engages students in the topic utilizing a variety of teaching strategies including, readings, guest speakers, video presentations, student's interaction through

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written assignments, individual and group exercises/presentations, discussion forums, and class participation. Note: Course assignments may be changed or adjusted by the instructor. An announcement will accompany these changes.

COURSE MATERIALS Required Texts: Required Resources: Beaudoux, G. V. (2017). Dancing Backwards in High Heels. Women, Leadership and Power. Netherlands, Institute of Multiparty Democracy Eagly, A. H., & Carli, L.L. (2007). Through the Labyyrinth:The Truth about how women become leaders. Boston, MA: Harvard Business School Press. Gillard, J., & Okonjo-Iweala, N. (2020) Women and leadership, Real Lives, Real Lessons. Vintage Australia Kimmel, S. M. (2020). The Gendered Society (Sixth). Oxford University Press Incorporated Valdini, E.M. (2019) The inclusion calculation: Why men appropriate women's representation. Oxford Scholarship Online Recommended Resources:

COURSE OBJECTIVES In this course, the professor will demonstrate and cover the following:

1. Develop a comprehensive understanding of the importance and contribution of women leaders and international framework that promotes women in leadership.

2. Examine recent research on women in leadership and its application in workplace 3. Use the role models and lessons learned from women leaders to identify areas of

professional development. 4. Understand the challenges women becoming leaders may face when asserting

their leadership. 5. Recognize and advocate useful strategies that can be employed by men who want

to partner in advancing women in leadership.

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COURSE LEARNING OUTCOMES (CLOs) Upon completion of this course, students will be able to:

1. Critically examinee the impact of gender stereotypes, prejudice and discrimination on women’s underrepresentation in leadership.

2. Identify barriers that hinder women’s participation in leadership, and compile ways to address and overcome them.

3. Compare and evaluate women's positions in the different spheres within which power, authority, and influence are exercised.

4. Appraise of diverse women leaders and explore global women’s leadership. 5. Analyze how intersectionality is related with women in leadership and formulate

steps that should be taken toward a more inclusive leadership. 6. Benchmark women leaders as role models to identify professional development

areas.

COURSE REQUIREMENTS AND ASSIGNMENTS

The course structure follows a half-lecture, half-seminar format. I will provide a brief introduction to the course at the first session, and we will continue with half lecture, half-seminar sessions. Specifically, each session will have presentations, discussions in small groups and share thoughts/reflections of each respective reading. These discussions are intended to help students critically analyse each process and develop their leadership style and philosophy.

Students are expected to: 1. Engage fully in the lectures by asking questions, reflecting and discussing the

respective topics. 2. Read the assigned readings before the class and prepare to dicsuss in class. 3. Students should be ready to participate and contribute to the class discussion by

sharing meaningful and relevant ideas, their own experiences and leadership models.

Students will prepare several assignments throughout the course. These assignments are intended to help the student move from theory to practice, from research to concrete experiences of women leaders.

Throughout the course, students will prepare:

Three Reaction Papers on three assigned articles/video; (500 words, double spaced, page numbered; word count does not include cover page)

Group Presentation;

Women in Leadership Final Project. (2000 words, double spaced, page numbered, use headings for each section). Note: word count does not include cover page or references.

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Details about course assignments

Reaction papers

Prepare one reaction paper (500 words, double spaced, page numbered, does not include cover page) for each of the following articles, and Ted Talk Video.

The first article is: Nannerl O. Keohane; Women, Power & Leadership. Daedalus 2020; 149 (1): 236–250

The second, is a Ted Talk video "Can We All "Have it All"-Anne-Marie Slaughter https://www.youtube.com/watch?v=tH5iEf9oxaI

The third is an article: Kimmel, S. M. (2020). The Gendered Society (Sixth).Oxford University Press Incorporated, Chapter 8

It is important to think critically about the major points presented by the author. I am not looking for a summary of the article or explanation of the video, on the contrary, I am interested in your insights, your reflection about what you have learned and how you might use what you have learned to develop your style or philosophy of leadership.

The first reaction paper is due at the end of first week. The second reaction paper is due at the end of third week. The third reaction paper is due at the end of fifth week.

Group presentation

Students should sign up in a group of 4, to prepare and facilitate a 30 minute class presentation. Topics selection includes the following: Women in Media; Women in the Health Sector; Women in Civil Society, Women in Politics/Law, Women in Academia, Women in Foreign Policy, Women in Agriculture, Women in Sports, Women Leaders in the Armed Services and/or Peacebuilding, Women leadership in ICT (STEM) Women in local or central government, etc.. The division of the topics would depend on the student's experiences, backgrounds and areas of interests. It is important that all group members would be involved and contribute since the beginning of the group work till finishing the presentation and receiving feedback.

Group work will be an excellent experience for graduate students to demonstrate their learning of the course background and experience. It will enhance their knowledge in different areas of women leadership. Work together with classmates as a team, and share their learning, information and knowledge with other classmates.

The presentations should include:

5 minute introduction

20 minute presentation of the topic ( it can be a short power point, messages from group members, a short video and explanation, a sequence of a movie, a

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sequence of an interview of a woman leader, quotes, images etc., You can be creative)

5 minutes of wrap up-key conclusions, findings

Group presentation due at the end of sixth week.

Women in Leadership Final Paper

Instead of a final exam, all students must develop an Individual Paper. Topics could include: media, peace and security, business, politics, sport, ICT, economy, where women participation at decision-making levels and women leadership would be explored. The paper should analyze the situation, existing data and research on that area about women participation in leadership and decision-making levels; identify and discuss the challenges women face in getting leadership positions; identify and discuss the types of policies, measures taken to empower women and promote them in leadership position, and discuss strategies to promote more women in leadership positions. The focus of your paper should be to connect and use creatively what you have learned throughout the course, how your learning relates with your own professional career, and how it will impact your leadership knowledge and skills.

The paper will be a research paper and all concepts must have academic support and be well referenced. The paper will be developed through the due dates: 1. Submission of area and topic to be analyzed – week 2 2. Submission of the outline of the research paper-week 4 3. Submission of the final research paper –week 7 The paper will be due week 7. Your research paper will have an Introduction; Literature Review; brief Methodology; Analysis, Conclusions, and Discussions. (2000 words, double spaced, page numbered, use headings for each section). Note: word count does not include cover page or references.

Section Description

Introduction This section will include your topic of interest. It will provide background information and gender-disaggregated data (if possible illustrate the data). Your main argument will be briefly presented, as well as a summary of what you intend to present.

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Literature Review This section will present the literature used, discuss the area explored, and how this relates to the course.

Methodology

Briefly describe the methodology you used to develop this research paper.

Analysis This section analyzes the selected area of research through gender lenses based on course materials and other sources. Gender data and research on the area and/or case studies should complement and illustrate the analysis and support your main argument.

Conclusion Provide a brief discussion of of your analysis as presented in the previous section. In addition, provide a summary of the main findings of your paper

Discussion In this section discuss the merits and limitations of the research. Identify at least one additional area that you recommend for further research and discuss your rationale for this recommendation.

Final paper due at the end of seventh week.

COURSE SCHEDULE

Week One: Why Women in Leadership? International Framework supporting Women in Leadership. Achievements and Challenges

Ginette Azcona & Antra Bhatt (2020) Inequality, gender, and sustainable

development: measuring feminist progress, Gender & Development, 28:2, 337-355

Nannerl O. Keohane; Women, Power & Leadership. Daedalus 2020; 149 (1): 236–250.

Handout: Women in politics 2021(map) Women in politics: New data shows growth but also setbacks

https://www.unwomen.org/en/news/stories/2021/3/press-release-women-in- politics-new-data-shows-growth-but-also-setbacks

The Best and Worst States to Be a Woman Introducing the U.S. Women, Peace, and Security Index 2020

https://giwps.georgetown.edu/usa-index/

Complete and submit the First Reaction paper.

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Week Two: Gender differences in leadership and power

Eagly, A. H., & Carli, L.L. (2007). Through the Labyrinth :The Truth about how

women become leaders. Boston, MA: Harvard Business School Press (Chapter 8, 119-137)

Piscopo, M, Jennifer & Funk, Kendall. "Are women leaders better at fighting the coronavirus?" The Washington post, August 26, 2020

Victoria L. Brescoll, Leading with their hearts? How gender stereotypes of emotion lead to biased evaluations of female leaders, The Leadership Quarterly, Volume 27, Issue 3, 2016, Pages 415-428, ISSN 1048-9843

Wilson, S. (2020). Pandemic leadership: Lessons from New Zealand's approach to COVID-19. Leadership, 16(3), 279–293

Julia Gillard interview What it takes for Women to Lead-The Agenda with Steve Paikin https://www.tvo.org/video/julia-gillard-what-it-takes-for-women-to-lead

Aired” Aug 11, 2021

Prepare and submit the area and the topic to be analyzed for the Final Research Paper

Week Three: Barriers that hinder women from leadership positions

Beaudoux, G. V. (2017). Dancing Backwards in High Heels. Women, Leadership and Power. Netherlands, Institute of Multiparty Democracy Chapter 2, 3, 4 (36-61)

Beckwith, A LaSharnda, PhD; Carter, Danon R, DM; Peters, Tara, PhD. Journal of Business Studies Quarterly; Antioch Vol. 7, Iss. 4, (Jun 2016): 115-134

Eagly, A. H., & Carli, L.L. (2007). Through the Labyyrinth:The Truth about how women become leaders. Boston, MA: Harvard Bussiness School Press (Chapter 4, 5 ( 67-101)

Gillard, J., & Okonjo-Iweala, N. (2020) Women and leadership, Real Lives, Real Lessons. Vintage Australia (Chapter 5, 7, 8)

Gjermeni, E. (2021, May 31). Enhancing participation of women from under-represented

groups in political and public decision making (Doc. 15301), Parliamentary Assembly, Council of Europe. Retrieved from https://pace.coe.int/en/files/29069. (p 1-15)

Kimmel, S. M. (2020). The Gendered Society (Sixth).Oxford University Press Incorporated, Chapter 7

Krook, Mona Lena. 2017. "Violence against Women in Politics." Journal of Democracy 28(1): 74-88.

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Handout: World Questions: What helps or hinders women equality? https://www.kcl.ac.uk/giwl/assets/what-helps-or-hinders-women's-equality.pdf

Ted Talk "Can We All "Have it All"-Anne-Marie Slaughter

https://www.youtube.com/watch?v=tH5iEf9oxaI

Complete and submit the Second Reaction paper.

Week Four: Women in politics and in decision-making

Ilanbey, Sumeyya." We can't leave parliaments to men": Leading in Spring Street. The Age. February 13, 2021

Nanes, S (2015). "The Quota Encouraged Me to Run": Evaluating Jordan's Municipal Quota for Women. Journal of Middle East Women's Studies 11 (3), 261-282.

Valdini, E.M. (2019) The inclusion calculation: Why men appropriate women's representation. Oxford Scholarship Online Chapter 6. The Strategic Use of Women's Representation in Hybrid Regimes (121-144)

Victor E. Sojo, Robert E. Wood, Sally A. Wood, Melissa A. Wheeler, Reporting requirements, targets, and quotas for women in leadership, The Leadership Quarterly, Volume 27, Issue 3, 2016, Pages 519-536, ISSN 1048-9843

Guest speaker

Prepare and submit the outline of the Final Research Paper

Week Five: Women economic empowerment

Eagly, A. H., & Carli, L.L. (2007). Through the Labyyrinth:The Truth about how women become leaders. Boston, MA: Harvard Bussiness School Press (Chapter 7, 101-119)

Flavia Fernandes de Souza Cupini, Flavia Camargo Bernardi, Daniela Bonassina "Female leadership: A case study in a cosmetic company", International Journal of Current Research, 9, (09), 57331-57339.

Kimmel, S. M. (2020). The Gendered Society (Sixth). Oxford University Press Incorporated (Chapter 8)

Handouts The simple truth about the gender pay gap https://www.aauw.org/app/uploads/2020/12/SimpleTruth_2.1.pdf

3 Lessons On Success From An Arab Businesswoman – Leila Hoteit https://www.youtube.com/watch?v=b28brIs1OmM

Complete and submit the Third Reaction paper.

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Week sixth Lessons learned from Women Leaders

Beaudoux, G. V. (2017). Dancing Backwards in High Heels. Women, Leadership and Power. Netherlands, Institute of Multiparty Democracy Chapter 6 Equality, women and power in Sweden and the Netherlands (87-151)

Belle Derks, Colette Van Laar, Naomi Ellemers, The queen bee phenomenon: Why women leaders distance themselves from junior women, The Leadership Quarterly, Volume 27, Issue 3, 2016, Pages 456-469, ISSN 1048-9843

Eagly, A. H., & Carli, L.L. (2007). Through the Labyyrinth:The Truth about how women become leaders. Boston, MA: Harvard Bussiness School Press (Chapter 10, 161-183)

Elias E. (2018). Lessons learned from women in leadership positions. Work (Reading, Mass.), 59(2), 175–181. https://doi.org/10.3233/WOR-172675

Gillard, J., & Okonjo-Iweala, N. (2020) Women and leadership, Real Lives, Real Lessons. Vintage Australia ( Chapter 11, 12)

Guest speaker

Group presentation due

Week Seven: Looking forward to an equal opportunity society

Ammerman, Colleen & Groysberg, Boris. "The secret to getting more women in leadership: Men" Newsweek, July 4, 2021

Beaudoux, G. V. (2017). Dancing Backwards in High Heels. Women, Leadership and Power. Netherlands, Institute of Multiparty Democracy, Chapter 8

Eagly, A. H., & Carli, L.L. (2007). Through the Labyyrinth:The Truth about how women become leaders. Boston, MA: Harvard Bussiness School Press (Chapter 11, 183-201)

Gjermeni, E. (2021, May 31). Enhancing participation of women from under-represented

groups in political and public decision making (Doc. 15301), Parliamentary Assembly, Council of Europe. Retrieved from https://pace.coe.int/en/files/29069.(p.15-18)

Valdini, E.M. (2019) The inclusion calculation: Why men appropriate women's representation. Oxford Scholarship Online Chapter 7 Conclusion, Implications, and Future Research ( 145-159)

Complete and submit Final Research Paper

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ASSIGNMENT WEIGHTS Assignment Type Weight of

Assignment (points or

percentage)

Reaction papers (3 papers, 10 points each) 30

Group Presentation 20

Final Research Paper 50

TOTAL 100

COURSE ASSESSMENT Assessment Course Learning

Outcome(s) Met

Reaction papers CLO1 CLO2 CLO5 CLO6

Group presentation CLO3 CLO4 CLO5

Final Research Paper CLO1 CLO2 CLO4 CLO6

GRADING SCALE

Grade Point Value

Range

Undergraduate Graduate

A 4 94-100 96-100

A- 3.7 90-93 93-95

B+ 3.3 87-89 90-92

B 3 83-86 87-89

B- 2.7 80-82 85-86

C+ 2.3 77-79 82-84

C 2 73-76 79-81

C- 1.7 70-72 77-78

D+ 1.3 67-69 74-76

D 1 60-66 70-73

F 0 <60 <70

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PROFESSOR/STUDENT INTERACTION Carolina University institutional policy:

o By phone or by email within 24 hours. o Grading of assignments is to be done within 3 days for regular assignments and

7 days for larger assignments. o Some assignments may require additional time to grade due to the length of the

project and the directive to provide substantive feedback that will assist you throughout the learning process. In cases where the assignment is not returned with feedback within the stated period, refer to communication from your professor to facilitate expectations on subsequent assignments. Students are not expected to apply adjustments on subsequent assignments in advance of returned grading and feedback.

In addition, students should expect the following interaction in this course:

o I will be available via CU email and will respond within 24 hours. o During the lectures there will be provided explanations, stories, and personal

experiences in order to make the subject more concrete and clear to the students.

o I will be available by appointment to meet with individual students via Zoom meetings twice per week, on Tuesday and Thursday upon appointments.

o Every Thursday, there will be an hour live session to provide students with the opportunity to do questions, discuss issues, share experiences.

o Feedback will be provided for individual assignments and group presentations. o Final papers will be graded within 7 days after the deadline.

COURSE SPECIFIC POLICIES Type (or copy and paste) into this field. Be careful that none of these conflict with institutional poilicies). If you have questions about institutional policies, please contact your School's Dean.

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Email and Electronic Communication All CU faculty and students are provided means of electronic communication (e.g. email, video conferencing, chat features, discussion boards, etc.) All employees and students are required to use official university electronic accounts for official university correspondence. This policy is meant to include both synchronous and asynchronous communication. Faculty and staff are not obligated to read, receive, or respond to communications where these guidelines are not followed. Email must be checked regularly, especially when enrolled in an active course. Adhere to the following guidelines when communicating online with professors, university employees, and other students.

o Accounts: Only university email and related systems should be used for institutional communications. Do not use personal email or video conferencing accounts.

o Names: Refer to professors and CU employees by their last names with appropriate honorifics (e.g., “Dr.” or “Prof.”). For professors, if you cannot easily verify their degree or status, “Prof.” is most appropriate—not “Ms.” or “Mr.” Under no circumstance should you use first names unless given explicit permission.

o Introductions: Use subject lines appropriately and begin any course-specific email with your first and last name, the course number, and your exact section number or meeting time (e.g., “101-05,” “9 am MW,” but not “this morning”).

o Grammar and Style: All written communications must conform to standard English. Emails and discussion board posts should not resemble text message, chat, or social media posts. Use complete sentences with correct capitalization, spelling, punctuation, and grammar.

o Coordination: All members of a synchronous, online interaction should participate by the same mode of interaction when possible. For example, join video conferences with video. This is especially true for one-on-one meetings with your professor and small group video discussions in or outside of class.

o “Class” Conduct: When participating in synchronous classes or meetings (especially when using video), conduct yourself as if in the classroom. Be on-time and mentally present. Be seated at a desk or table. Dress according to classroom standards. Do not introduce distractions into the interactions and be prepared to stay for the duration of the session per normal classroom behavior.

o Complexity: In general, asynchronous communication is appropriate for simple questions and activities. Complex questions that require more than one simple response should be addressed synchronously—during class is often best. If you are unable to ask your question during class, or it is too personal to do so, use an asynchronous method to arrange a synchronous meeting.

o Boundaries: Synchronous communication is less formal than asynchronous. However, the appropriate use of names, language, acronyms, and emojis must still conform to classroom standards. Since we do not all share the same online culture, be prepared to explain yourself if your acronym or emoji is not understood. Be polite and respectful when asking for clarification, and gracious when misunderstandings occur.

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ATTENDANCE AND PARTICIPATION All courses follow specific attendance policies found in the Student Handbook for that course level and format. These specific and extensive policies can be found at https://my.carolinau.edu/ICS/Students/Handbooks__Forms.jnz. It is the student’s responsibility to be familiar with these policies and to keep track of his or her own attendance. Students may attend in-person, online synchronously, or online asynchronously, depending on the course and delivery mode offered each semester. Regardless of delivery mode, students must adhere to these policies, including any required demonstration such as proctored viewing of lectures to verify attendance. Per the university attendance policy, accrued absences may contribute negatively toward a student’s final grade. Carolina University faculty will assess course participation and may assign grade points as deemed appropriate for the course and subject matter. Participation may be gauged by attending online or in-person classes, lectures, or labs, submitting coursework, engaging in workshops or other interactive computer-assisted teaching activities, engaging in group study or online discussions curated by the instructor, or otherwise interacting with an instructor about academic matters by Zoom or other means. Students should refer to the assignment weighting table and course specific policies for details on participation assessments.

ACADEMIC INTEGRITY AND MISCONDUCT Academic Integrity Academic integrity includes honest and responsible scholarship, research, information collection, and presentation. The University expects students to submit assignments that are original to them and that properly cite and reference peoples’ ideas using the prescribed style guide. Students at CU are expected to follow the letter and the spirit of academic integrity in all assignments. The very foundation of university success is academic integrity. Learning how to express original ideas, cite sources, work independently, and report results accurately and honestly are skills that carry students beyond their academic career. If a student is uncertain about an issue of academic honesty, he/she should consult the faculty member to resolve questions in any situation prior to the submission of the academic exercise.

Maintaining your academic integrity involves:

o Creating and expressing your own ideas in course work. o Acknowledging all sources of information including verbal, written, digital, and graphic. o Completing assignments independently or acknowledging collaboration. o Accurately reporting results when conducting your own research or with respect to labs. o Honesty during examinations.

Courses at Carolina University will utilize proctoring for select exams to ensure exam integrity. Per Carolina University directives, all exams that represent 25% or more of a course grade are required to be proctored. Carolina University utilizes the online proctoring service, ProctorFree, to ensure exam integrity and enables administration of remote online exams. All exam sessions will be reviewed as part of your final grade. Instances of cheating or inappropriate behavior will be considered violations of the Academic Integrity policy and will result in disciplinary action.

Academic Misconduct The Student Handbook has a detailed list of different ways students show a lack of academic integrity, including academic technology misuse, cheating, complicity, fabrication or invention,

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falsification, forgery, multiple submissions, plagiarism, and sabotage. The Academic Integrity Policy and the consequences for infractions can be found in the Student Handbook at https://my.carolinau.edu/ICS/Students/Handbooks__Forms.jnz. It is the student’s responsibility to be familiar with these policies and to avoid academic misconduct in all assignments. To help students better understand the many facets of plagiarism in particular, that portion of the policy is included here. Plagiarism is the use of another person’s distinctive ideas or words without acknowledgment. All researchers are expected to acknowledge the use of another author’s words by the use of quotation marks around those words in the text of a paper and by appropriate citations. The failure occurs in an oral, written, or media project submitted for academic credit or some other benefit.

Examples of plagiarism include (but are not limited to), the following:

o Word-for-word copying of another person's ideas or words. o The mosaic (interspersing of one’s own words here and there while, in essence, copying

another's work). o The paraphrase (the rewriting of another’s work, yet still using their fundamental idea or

theory). o Submission of another’s work as one's own. o Having another person write or correct a paper. o Buying or procuring a ready-made paper from a research paper “service” on the Internet

or from another such service. o Neglecting quotation marks on material that is otherwise acknowledged. o Fabrication of references (inventing or counterfeiting sources).

ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES The policy and intent of Carolina University is to fully and completely comply with the Americans with Disabilities Act of 1990 (ADA), the Rehabilitation Act of 1973, and the Americans with Disabilities Amendments Act of 2008, to the extent that they apply to the university. Carolina University will not discriminate against an otherwise qualified student with a disability in the admissions process, or any academic activity or program, including student-oriented services. Carolina University will provide reasonable accommodations to the known physical and/or mental limitations of a qualified individual with a disability, unless it would impose an undue hardship on the operation of the university, or unless it would fundamentally alter a degree or course requirement. Qualified students must request reasonable accommodations for disabilities through the Disability Services Coordinator in Student Success Services.

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BIBLIOGRAPHY Alice H. Eagly, Madeline E. Heilman, Gender and leadership: Introduction to the special

issue, The Leadership Quarterly, Volume 27, Issue 3, 2016, Pages 349-353, ISSN 1048-9843

Anne Connell , Alison Holder & Helen Kearney (2020) Equal Measures 2030: a new approach for advocacy and influencing beyond Beijing +25, Gender & Development, 28:2, 405-423

Beckwith, A LaSharnda, PhD; Carter, Danon R, DM; Peters, Tara, PhD. The Underrepresentation of African America Women in Ecevutive Leadership :What’s getting in the Way? Journal of Business Studies Quarterly; Antioch Vol. 7, Iss. 4, (Jun 2016): 115-134

Besley, Timothy, Folke, Olle, Persson, Torsten and Rickne, Johanna (2017) Gender quotas and the crisis of the mediocre man: theory and evidence from Sweden. American Economic Review. ISSN 0002-8282

Cheryl de la Rey (2005) Gender, women and leadership, Agenda, 19:65, 4-11, DOI: 10.1080/10130950.2005.9674614

Cowper-Coles, M. (2020). Women political leaders: The impact of gender on democracy.

Retrieved from https://www.kcl.ac.uk/giwl/research/women-political-leaders-the-impact-of-gender-on-democracy

England P, Levine A, Mishel E. Progress toward gender equality in the United States has slowed or stalled. Proc Natl Acad Sci U S A. 2020 Mar 31;117(13):6990-6997.

Lambe, Nancy and Maes, Jeanne D. (2018) "Female Leaders - It's Not Just About Gender:

A Case Study," International Journal of Leadership and Change: Vol. 6 : Iss. 1, Article

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Latu IM, Mast MS, Bombari D, Lammers J, Hoyt CL. Empowering Mimicry: Female Leader Role Models Empower Women in Leadership Tasks Through Body Posture Mimicry. Sex Roles. 2019;80(1):11-24.

Mendelberg, T., & Karpowitz, C.F. (2016). Women's authority in political decision-making

groups. Leadership Quarterly, 27, 487-503.

Nanes, S (2015). "The Quota Encouraged Me to Run": Evaluating Jordan's Municipal Quota for Women. Journal of Middle East Women's Studies 11 (3), 261-282.

Newcomb, Christine, "Women in Leadership: A Comparative Case Study on Successful Leadership" (2017). Honors College Theses. 29.

http://scholarworks.umb.edu/honors_theses/29

Renée B. Adams, Women on boards: The superheroes of tomorrow? The Leadership Quarterly, Volume 27, Issue 3, 2016, Pages 371-386.