Antonella Tempesta (EDHEC): “Organisations have to redefine leadership expectations in a way that values helping behavior or mentorship equally across genders”

Your research (1) highlights the differences in perception of leadership according to gender, particularly when a leader goes against expectations. Can you explain what happens when spontaneous helping behaviors are adopted by men and women in positions of power?

Leadership expectations are heavily shaped by social role theory (2), which suggests that men and women are expected to embody different behavioral traits. Women are often expected to be communal (nurturing, supportive, and helpful), while men are expected to be agentic (assertive, dominant, and decisive). When leaders engage in helping behaviors that do not align with these expectations, their actions are interpreted differently depending on their gender.

While helping behavior is a positive leadership trait, its effects are not gender neutral. Male leaders benefit from engaging in helping behaviors because they defy gender norms in a way that enhances their leadership image. Female leaders, however, do not receive the same recognition or benefits, as helping is seen as part of their expected role.

These findings underscore persistent gender biases in leadership perceptions and highlight the need for organizational efforts to redefine leadership expectations in a way that values helping behavior equally across genders.

You mention the persistence of gendered expectations in the workplace, despite the greater presence of women in management positions. What are the main obstacles to a lasting change in leadership representations today?

Despite the increasing presence of women in leadership, gendered expectations remain deeply ingrained. The "think manager, think male" stereotype (3) continues to shape perceptions, reinforcing the idea that leadership is inherently masculine (4). Women leaders face the double bind: if they display assertiveness, they risk being seen as unlikable, but if they adopt communal behaviors, they may be perceived as weak. Unlike their male counterparts, whose helping behaviors are viewed positively, women’s helping is often taken for granted and does not enhance their leadership status.

Our research (1) highlights that male subordinates are less likely to emulate female supervisors’ helping behaviors, suggesting resistance to female leadership. This aligns with social role theory, which argues that men may avoid behaviors that challenge traditional gender norms. Additionally, bias in performance evaluations disproportionately affects women as they are often judged on personality rather than leadership skills and promoted based on past achievements rather than potential (5) (6).

Structural barriers also persist. Leadership pipelines remain dominated by male networks, and work-life balance expectations disproportionately burden women (7). While leadership ideals are evolving, our findings suggest that the shift toward an androgynous leadership model is incomplete.

In your article, you draw on both social learning theory and social role theory. Why was it important to articulate these two approaches to analyse the dynamics of support and leadership?

While social learning theory (8) explains how individuals observe and model behaviors, it does not account for the ways gender norms influence who is perceived as an effective role model. By combining it with social role theory (2), which explains how societal expectations shape gendered behaviors, our study offers a more nuanced understanding of how helping behaviors are perceived and emulated in the workplace.

Social learning theory suggests that supervisors serve as role models, and their behaviors—such as helping—are likely to be imitated by subordinates. However, not all role models are equally influential.

This is where social role theory becomes crucial: it highlights that gendered expectations shape whether a leader’s behavior is noticed, valued, and replicated. Your research shows that while male supervisors’ helping behaviors are positively emulated by subordinates, female supervisors’ helping often goes unnoticed—likely because it aligns with existing gender norms and is expected rather than exceptional.

By bridging these two theories, our study challenges the assumption that social learning is a neutral process. Instead, it reveals that gender influences how leadership behaviors are transmitted, reinforcing existing inequalities. This dual-theory approach allows for a more comprehensive analysis, demonstrating that gender is not just a background factor but an active moderator in leadership and support dynamics.

You emphasize the impact of leaders' behaviour on their teams and how certain behaviors can be copied. How can organisations foster positive dynamics without reinforcing gender inequalities?

Organizations can foster positive leadership dynamics without reinforcing gender inequalities by redefining leadership to value communal behaviors—such as helping and mentorship—in both men and women. Our research highlights how male leaders’ helping behaviors are emulated, while female leaders’ helping is often overlooked. To counter this, organizations must consciously reshape leadership perceptions and reward systems.

A key step is ensuring objective performance evaluations that assess contributions rather than personality traits, preventing biases that favor men’s potential over women’s proven achievements.

Expanding diverse leadership role models and mentorship programs can also help break the cycle of male-dominated leadership norms. Employees should see both men and women engaging in a range of leadership behaviors, normalizing communal traits as essential leadership qualities.

At the same time, organizations must foster a culture of psychological safety where all employees feel comfortable adopting counter-stereotypical behaviors. Leadership training that challenges unconscious bias and normalizes helping as a valued leadership trait can reduce resistance, particularly from male subordinates toward female supervisors.

Finally, structural changes such as flexible work policies and sponsorship programs for women can help dismantle systemic barriers.

By embedding these practices, organizations can encourage positive leadership behaviors while ensuring that both men and women are equally recognized, valued, and rewarded, fostering a truly inclusive workplace.

References

(1) Under review, 2025 paper – Tempesta et al.

(2) Eagly, A. H. (1987). Sex Differences in Social Behavior: A Social-Role Interpretation (Hillsdale, NJ). Lawrence Erlbaum Associates - https://doi.org/10.4324/9780203781906

(3) Schein, V. E. (1973). The relationship between sex role stereotypes and requisite management characteristics. Journal of Applied Psychology, 57, 95–100 - https://doi.org/10.1037/h0037128

(4) 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

Eagly, A. H., & Carli, L. L. (2003). The female leadership advantage: An evaluation of the evidence. The Leadership Quarterly, 14(6), 807–834. https://doi.org/10.1016/j.leaqua.2003.09.004

(5) Eagly, A. H., Johannesen-Schmidt, M. C., & van Engen, M. L. (2003). Transformational, Transactional, and Laissez-Faire Leadership Styles: A Meta-Analysis Comparing Women and Men. Psychological Bulletin, 129(4), 569–591. https://doi.org/10.1037/0033-2909.129.4.569

(6) Lyness, K. S., & Heilman, M. E. (2006). When fit is fundamental: performance evaluations and promotions of upper-level female and male managers. Journal of applied psychology, 91(4), 777 - https://doi.org/10.1037/0021-9010.91.4.777

(7) Why Men Still Get More Promotions Than Women (2010). H Ibarra, NM Carter, C Silva - Harvard business review - https://hbr.org/2010/09/why-men-still-get-more-promotions-than-women

(8) Bandura, A. (1977). Social Learning Theory (Englewood Cliffs, New Jersey). Prentice Hall - https://ia801807.us.archive.org/14/items/BanduraSocialLearningTheory/Bandura_SocialLearningTheory_text.pdf