A Conceptual Framework for Contextualizing Womens Subjective Career Success (SCS)

Dan Zhang; Denise O'Leary; Ashley O'Donoghue

doi:10.21427/vn5f-s948

A Conceptual Framework for Contextualizing Womens Subjective Career Success (SCS)

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

Abstract

"Careerist" successful females are found to be rejected as relevant role models for some women, which demonstrates the limits of defining career success according to objective elements only. Drawing from a body of literature, this study assumes that the mixed results of the impact of gender on SCS may stem from the individualized way that SCS is defined, thus ignoring the social roots of people's cognition of career success. The study contributes to both the development of more gender-inclusive theories and the establishment of gender inclusive institutions at organizational and societal levels.

Original language	English
Title of host publication	Re-imagining higher education through equity, inclusion and sustainability (RISE)
Subtitle of host publication	Proceedings of the 2nd. EUt+ International Conference on Equality, Diversity and Inclusion
DOIs	https://doi.org/10.21427/vn5f-s948
Publication status	Published - 1 Jan 2022

Publication series

Name	Re-imagining higher education through equity, inclusion and sustainability (RISE). Proceedings of the 2nd. EUt+ International Conference on Equality, Diversity and Inclusion

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 16 Peace, Justice and Strong Institutions

Keywords

career success
gender
subjective career success
gender-inclusive theories
gender inclusive institutions

Access to Document

10.21427/vn5f-s948Licence: CC BY-NC-SA

Cite this

Zhang, D., O'Leary, D., & O'Donoghue, A. (2022). A Conceptual Framework for Contextualizing Womens Subjective Career Success (SCS). In Re-imagining higher education through equity, inclusion and sustainability (RISE): Proceedings of the 2nd. EUt+ International Conference on Equality, Diversity and Inclusion (Re-imagining higher education through equity, inclusion and sustainability (RISE). Proceedings of the 2nd. EUt+ International Conference on Equality, Diversity and Inclusion). https://doi.org/10.21427/vn5f-s948

Zhang, Dan ; O'Leary, Denise ; O'Donoghue, Ashley. / A Conceptual Framework for Contextualizing Womens Subjective Career Success (SCS). Re-imagining higher education through equity, inclusion and sustainability (RISE): Proceedings of the 2nd. EUt+ International Conference on Equality, Diversity and Inclusion. 2022. (Re-imagining higher education through equity, inclusion and sustainability (RISE). Proceedings of the 2nd. EUt+ International Conference on Equality, Diversity and Inclusion).

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Zhang, D, O'Leary, D & O'Donoghue, A 2022, A Conceptual Framework for Contextualizing Womens Subjective Career Success (SCS). in Re-imagining higher education through equity, inclusion and sustainability (RISE): Proceedings of the 2nd. EUt+ International Conference on Equality, Diversity and Inclusion. Re-imagining higher education through equity, inclusion and sustainability (RISE). Proceedings of the 2nd. EUt+ International Conference on Equality, Diversity and Inclusion. https://doi.org/10.21427/vn5f-s948

A Conceptual Framework for Contextualizing Womens Subjective Career Success (SCS). / Zhang, Dan; O'Leary, Denise ; O'Donoghue, Ashley.
Re-imagining higher education through equity, inclusion and sustainability (RISE): Proceedings of the 2nd. EUt+ International Conference on Equality, Diversity and Inclusion. 2022. (Re-imagining higher education through equity, inclusion and sustainability (RISE). Proceedings of the 2nd. EUt+ International Conference on Equality, Diversity and Inclusion).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

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N2 - "Careerist" successful females are found to be rejected as relevant role models for some women, which demonstrates the limits of defining career success according to objective elements only. Drawing from a body of literature, this study assumes that the mixed results of the impact of gender on SCS may stem from the individualized way that SCS is defined, thus ignoring the social roots of people's cognition of career success. The study contributes to both the development of more gender-inclusive theories and the establishment of gender inclusive institutions at organizational and societal levels.

AB - "Careerist" successful females are found to be rejected as relevant role models for some women, which demonstrates the limits of defining career success according to objective elements only. Drawing from a body of literature, this study assumes that the mixed results of the impact of gender on SCS may stem from the individualized way that SCS is defined, thus ignoring the social roots of people's cognition of career success. The study contributes to both the development of more gender-inclusive theories and the establishment of gender inclusive institutions at organizational and societal levels.

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KW - gender inclusive institutions

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BT - Re-imagining higher education through equity, inclusion and sustainability (RISE)

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Zhang D, O'Leary D , O'Donoghue A. A Conceptual Framework for Contextualizing Womens Subjective Career Success (SCS). In Re-imagining higher education through equity, inclusion and sustainability (RISE): Proceedings of the 2nd. EUt+ International Conference on Equality, Diversity and Inclusion. 2022. (Re-imagining higher education through equity, inclusion and sustainability (RISE). Proceedings of the 2nd. EUt+ International Conference on Equality, Diversity and Inclusion). doi: 10.21427/vn5f-s948

A Conceptual Framework for Contextualizing Womens Subjective Career Success (SCS)

Abstract

Publication series

UN SDGs

Keywords

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