Peer Nominations for Leadership and Likability in Problem-Solving Groups as a Function of Gender and Task

Abstract

The relation of situational variables and gender to leadership selection and likability ratings was examined. Six mixed-gender groups of American students were given either an impersonal or personal task. There were measurements of frequency of speaking, leadership nominations, and likability ratings by group members. No significant differences in task performance associated with gender were found, but, consistent with traditional sex roles, in impersonal groups male students spoke more and were selected as leaders and most important contributors more frequently than were female students. The reverse was found for personal groups, in which women spoke more, were chosen as leaders more often, and received higher contribution rankings. Likability ratings were not as strongly determined by context: Female students were selected more frequently as most likable in both groups.