Section 3
Gender and External Expectations in Professional Life
In today’s professional world, external expectations rooted in traditional gender roles significantly shape career trajectories. Societal norms and professional stereotypes often dictate what roles individuals are expected—or discouraged—to pursue. For example, individuals may be subtly steered away from leadership roles, while others might face pressure to conform to assertive and competitive behaviors (Eagly & Karau, 2002). These expectations are deeply embedded in both cultural narratives and organizational practices, influencing decisions from early education to hiring and promotion processes (see section 1).
At the heart of these dynamics is the phenomenon of unconscious bias. Unconscious biases are automatic, deeply ingrained associations that can affect our judgments without us realizing it (Greenwald & Banaji, 1995). In professional settings, such biases can manifest in subtle ways—such as favoring candidates who fit a preconceived mold of leadership or inadvertently using language that reinforces limiting gender roles. As career counsellors, understanding these biases is critical. Not only do these biases impact individuals’ self-perception and confidence, but they also have systemic effects on career advancement, workplace diversity, and organizational culture (Moss-Racusin et al., 2012).
Moreover, external expectations often lead to the development of limiting beliefs. Individuals may internalize negative messages about their potential based on gender, which then influences their career decisions and interactions in the workplace. For example, a young professional might hesitate to pursue a management role due to societal messages that leadership is more “appropriate” for one gender over another (Eagly & Karau, 2002).
Our discussion here builds on earlier sections that explore gender-sensitive career guidance. By linking theory with practice, we aim to provide you with insights into how these external pressures can be recognized and countered. The goal is to empower you with strategies to facilitate a more inclusive dialogue during counselling sessions and to help organizations reassess hiring and promotion processes (see section 1).
In summary, recognizing and challenging external gender expectations is essential for creating equitable professional environments. By understanding how these biases form and persist, we can develop strategies to mitigate their effects, promote self-awareness, and foster inclusive professional practices.
Practical Application
One of the most effective ways to counteract gender bias is through unconscious bias training (Bohnet, 2016). Such training helps professionals—especially recruiters, managers, and HR teams recognize and mitigate implicit stereotypes in decision-making. These sessions often include
- Implicit Association Tests (IATs) to reveal unconscious biases
- Case studies and role-playing exercises to demonstrate how bias manifests in different fields
- Guidelines for inclusive decision-making, helping individuals pause and evaluate their choices objectively.
- Self-Assessment Exercise
Aim: Identifying Biases in Professional Settings
Begin by asking yourself to reflect on personal experiences where gender expectations influenced career decisions.
“When have you felt limited by expectations based on your gender?”
“Can you recall a situation where a hiring decision seemed influenced by gender assumptions?”
Equitable hiring and promotion practices necessitate the implementation of fair and transparent procedures to mitigate biases and promote inclusivity. One such approach is blind recruitment, which involves removing identifying information such as names, gender indicators, and photographs from applications. This practice ensures that hiring decisions are based on candidates’ skills and qualifications rather than being influenced by unconscious biases (Rivera, 2012). Additionally, structured interviews, which standardize questions and evaluation criteria, help minimize subjective biases that may otherwise affect hiring outcomes. Furthermore, the inclusion of diverse hiring panels, particularly those that are gender-balanced, fosters fairer candidate assessments and reduces the risk of gendered assumptions influencing hiring decisions (Bohnet, 2016).
Research suggests that gendered language in job descriptions subtly discourages applicants from underrepresented genders (Gaucher et al., 2011). Employers can ensure that job descriptions emphasize skills and competencies rather than stereotypical traits and use gender-neutral pronouns and inclusive messaging to signal openness to diverse candidates.
- Inclusive Dialogue Checklist:
Use gender-neutral language (e.g., “individuals” instead of “men/women” when applicable).
Avoid stereotypes in describing roles or behaviors.
Encourage questions that explore individual strengths beyond traditional gender roles.
Validate experiences without reinforcing bias.
Career counselors play a pivotal role in mitigating the impact of gendered societal expectations on career decision-making. By employing targeted interventions, counselors can assist clients in identifying, challenging, and ultimately overcoming these constraints. Three key strategies include career visioning exercises, counter-stereotype exposure, and self-advocacy training.
- Career Visioning Exercise
A career visioning exercise encourages clients to conceptualize their ideal careers without the influence of societal gender norms. This reflective practice allows individuals to critically examine the external factors that may have shaped their initial career aspirations (Betz & Hackett, 2006). Research suggests that when individuals engage in unrestricted career exploration, they are more likely to consider a broader range of professional opportunities (Diekman et al., 2010).
- Counter-Stereotype Exposure
Introducing clients to professionals who have successfully navigated non-traditional career paths serves as a powerful tool in challenging gender-based occupational stereotypes. Exposure to counter-stereotypical role models has been shown to expand individuals’ career self-efficacy and reduce stereotype threat (Bandura, 1997; Stout et al., 2011). This intervention broadens clients’ perceptions of their own capabilities and career possibilities.
- Self-Advocacy Training
Developing self-advocacy skills is essential for navigating workplace environments where gender biases persist. Training in negotiation, confidence-building, and assertiveness equips clients with the tools necessary to challenge discriminatory practices and advocate for equitable treatment (Babcock & Laschever, 2003). Empirical studies indicate that individuals who receive negotiation training are more likely to achieve favourable employment outcomes, including salary increases and leadership opportunities (Bowles et al., 2005).
- Conclusion
Addressing external gender expectations in professional settings requires a multifaceted approach, combining structural changes in organizations with individual empowerment strategies in career counselling. By implementing unbiased hiring practices, fostering self-awareness, and connecting clients with role models, organizations and counsellors can actively challenge traditional gender roles and create more equitable career opportunities.
Tools and Resourses
Tool 1
| Statement | Always | Sometimes | Rarely | Never |
|---|---|---|---|---|
| Based on unconscious bias training, I think that I may unconsciously associate certain careers with specific genders. | ☐ | ☐ | ☐ | ☐ |
| I assume women prioritize work-life balance more than men. | ☐ | ☐ | ☐ | ☐ |
| Based on unconscious bias training, I think that I may unconsciously encourage men toward leadership roles more than women. | ☐ | ☐ | ☐ | ☐ |
| I adjust my career advice based on traditional gender norms. | ☐ | ☐ | ☐ | ☐ |
| I try my counseling approach to be gender-neutral. | ☐ | ☐ | ☐ | ☐ |
- Reflection Questions:
- Did you notice any patterns of bias in your answers?
- How might these biases influence the advice you give to clients?
- What actions can you take to ensure a more gender-inclusive approach?
Tool 2
- Language I use gender-neutral language and avoid reinforcing stereotypes.
- Career Options I present career paths equally for all genders, without assumptions.
- Client Confidence I encourage clients to challenge gender-based self-doubt.
- Case Studies I share role models from underrepresented genders in various industries.
- Support Systems I discuss mentorship and sponsorship opportunities.
Tool 3
- Step 1: Imagine Your Ideal Career
- If gender expectations did not exist, what career would you pursue?
- What skills and talents make you well-suited for this career?
- What challenges have you faced based on gender norms?
- Step 2: Overcoming Gender Barriers
- What external expectations have influenced your career decisions?
- How can you challenge these expectations?
- What mentors or role models can help you in this journey?
Tool 4
How to Use: This worksheet should be used at the end of a session to help clients identify and overcome self-doubt related to gender-based career stereotypes.
- Step 1: Identify Your Strengths
List five skills or qualities that make you a strong candidate for your desired career.
- …………………………………………………………….
- …………………………………………………………….
- …………………………………………………………….
- …………………………………………………………….
- …………………………………………………………….
- Step 2: Challenge Negative Thoughts
Write down one negative belief you have about pursuing your career based on gender stereotypes and reframe it.
- …………………………………………………………….
- …………………………………………………………….
- Effects:
- Imagined their ideal careers without societal constraints
- Identified gender-based fears or doubts about their chosen field
- Created a personal action plan for overcoming barriers
GOOD PRACTICE
Case Study: Counter-Stereotype Exposure in Career Counseling
Background: Anna, a 17-year-old high school student, has always excelled in mathematics and science but believes that engineering is a “male-dominated” field where she might struggle to fit in. Her parents and teachers have encouraged her to consider engineering due to her strong analytical skills, but she remains hesitant, citing a lack of female role models in the field.
Intervention: Anna’s school counselor, aware of the impact of counter-stereotype exposure, arranges for her to meet Dr. Maria Kowalski, a successful female mechanical engineer who has worked on major infrastructure projects. Dr. Kowalski shares her experiences, the challenges she faced, and how she overcame them. She highlights the growing presence of women in engineering and the various initiatives supporting gender diversity in STEM fields.
Additionally, Anna is invited to participate in a mentorship program where she meets other women in engineering through virtual networking events and site visits to tech companies with diverse workforces. This continued exposure helps Anna see engineering as a realistic and welcoming career path for herself.
Outcome: Following her interactions with Dr. Kowalski and other female engineers, Anna’s confidence in pursuing an engineering career grows. She applies to a competitive engineering program and secures an internship at a technology firm that promotes inclusivity. Her career self-efficacy increases, and she no longer views engineering as an unattainable or gender-restricted field.
Implications: Anna’s case highlights the effectiveness of counter-stereotype exposure in breaking down gender-based occupational stereotypes. Providing individuals with access to diverse role models broadens career perceptions, reduces stereotype threat, and enhances self-efficacy (Bandura, 1997; Stout et al., 2011). Career counselors and educators can implement similar interventions to promote equitable career choices for all students.
References and Links
- Babcock, L., & Laschever, S. (2003). Women don’t ask: Negotiation and the gender divide. Princeton University Press.
- Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
- Betz, N. E., & Hackett, G. (2006). Career self-efficacy theory: Back to the future. Journal of Career Assessment, 14(1), 3–11. https://doi.org/10.1177/1069072705281347
- Bohnet, I. (2016). What works: Gender equality by design. Harvard University Press.
- Bowles, H. R., Babcock, L., & Lai, L. (2005). Social incentives for gender differences in the propensity to initiate negotiations: Sometimes it does hurt to ask. Organizational Behavior and Human Decision Processes, 103(1), 84–103. https://doi.org/10.1016/j.obhdp.2006.09.001
- Diekman, A. B., Brown, E. R., Johnston, A. M., & Clark, E. K. (2010). Seeking congruity between goals and roles: A new look at why women opt out of science, technology, engineering, and mathematics careers. Psychological Science, 21(8), 1051–1057. https://doi.org/10.1177/0956797610377342
- Eagly, A. H., & Karau, S. J. (2002). Role congruity theory of prejudice toward female leaders. Psychological Review, 109(3), 573–598. https://doi.org/10.1037/0033-295X.109.3.573
- Gaucher, D., Friesen, J., & Kay, A. C. (2011). Evidence that gendered wording in job advertisements exists and sustains gender inequality. Journal of Personality and Social Psychology, 101(1), 109–128. https://doi.org/10.1037/a0022530
- Greenwald, A. G., & Banaji, M. R. (1995). Implicit social cognition: Attitudes, self-esteem, and stereotypes. Psychological Review, 102(1), 4–27. https://doi.org/10.1037/0033-295X.102.1.4
- Moss-Racusin, C. A., Dovidio, J. F., Brescoll, V. L., Graham, M. J., & Handelsman, J. (2012). Science faculty’s subtle gender biases favor male students. Proceedings of the National Academy of Sciences, 109(41), 16474–16479. https://doi.org/10.1073/pnas.1211286109
- Rivera, L. A. (2012). Hiring as cultural matching: The case of elite professional service firms. American Sociological Review, 77(6), 999–1022. https://doi.org/10.1177/0003122412463213
- Stout, J. G., Dasgupta, N., Hunsinger, M., & McManus, M. A. (2011). STEMing the tide: Using ingroup experts to inoculate women’s self-concept in science, technology, engineering, and mathematics (STEM). Journal of Personality and Social Psychology, 100(2), 255–270. https://doi.org/10.1037/a0021385
Quiz
Identifying and Challenging Gender Bias in Professional Settings
Which of the following best describes unconscious bias?
- A deliberate form of discrimination based on gender
- An automatic and ingrained association that affects judgment without awareness
- A bias that only exists in certain professions
- A conscious decision to favor one gender over another
What is one of the key ways organizations can reduce bias in hiring?
- Avoiding structured interviews to allow for more flexible assessments
- Allowing hiring managers to select candidates based on intuition
- Prioritizing candidates who fit traditional leadership traits
- Implementing blind recruitment to remove identifying information
True or False: Gendered language in job descriptions can discourage certain applicants.
- True
- False
What is the primary goal of self-advocacy training?
- To ensure individuals conform to traditional career expectations
- To encourage employees to accept workplace biases
- To equip individuals with skills in negotiation, confidence-building, and assertiveness
- To eliminate all forms of bias overnight
Which of the following is NOT a strategy for reducing gender bias in career decision-making?
- Encouraging individuals to adhere to traditional career paths
- Counter-stereotype exposure to role models in non-traditional fields
- Career visioning exercises that challenge societal expectations
- Training in self-advocacy and negotiation skills
True or False: Unconscious bias only affects individual decisions, not systemic workplace policies.
- True
- False
What is a major benefit of using structured interviews in recruitment?
- They help ensure only one gender is selected for leadership positions
- They allow hiring managers to make spontaneous decisions
- They standardize evaluation criteria and reduce subjective biases
- They increase reliance on personal connections rather than qualifications
How can career counselors help clients navigate gender biases in the workplace?
- Encouraging clients to avoid leadership roles to prevent bias exposure
- Providing training in negotiation and confidence-building skills
- Steering clients towards careers traditionally associated with their gender
- Advising clients to ignore workplace bias as it is inevitable
True or False: Exposure to professionals in non-traditional career paths can increase career self-efficacy.
- True
- False
What is an example of an inclusive dialogue practice?
- Using gender-neutral language in discussions and job descriptions
- Reinforcing traditional gender roles in career counseling
- Encouraging clients to accept gender biases as part of professional life
- Avoiding conversations about bias to prevent discomfort
Answers: B, D, A, C, A, B, C, B, A, A
