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Women Managers: Learning About Emotional Expression

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Women Managers: Learning About Emotional Expression WOMEN MANAGERS: LEARNING ABOUT EMOTIONAL EXPRESSION IN THE WORKPLACE by ROSALEE A. OPENGART (Under the Direction of Laura Bierema, Ed.D.) ABSTRACT The purpose of this study was to understand what women managers learn about emotional expression in the workplace and how this knowledge is acquired. The research questions included: 1) What do women managers learn about expressing emotions in the workplace? 2) How do women learn what emotions are appropriate to express during their work? The sample for this qualitative study was ten women managers working in a manufacturing environment in different companies. These included five in human resources and five in other areas such as operations. The age range spanned from 27 to 53 years old. Education levels ranged from Bachelor’s, Masters, to work towards a Ph.D. The span of experience in management ranged from two to twenty-six years. Geographic backgrounds of the participants covered four distinct areas including Northeast, Southeast, South, and Midwest. Data analysis revealed that women learned the following about emotional expression: 1) the necessity of maintaining a “poker face” or appearing emotionally neutral; 2) the use of emotions as a strategy of influence; 3) the double-bind that women are faced with from the simultaneous expectations that they behave according to gender roles yet also act like men; 4) the need for authenticity in emotional expression; and 5) the importance of the situation for determining appropriate emotional expression. They learned through the following means: 1) women learn emotional expression from watching or receiving feedback from others, including supervisors or colleagues; 2) knowledge about emotional expression increases with age and work experience and occurs informally and incidentally on a daily basis; and 3) emotional expression is learned as part of upbringing and as an aspect of societal gender rules. Six conclusions were drawn from this study: 1) the rules and acceptability of emotional expression in a manufacturing workplace are dependent upon the employee’s gender and particular situation; 2) a male dominated system may create a need for women to perform more emotion work than men by having to emulate male behavior; 3) social structure is reproduced because of the importance of culture in defining the appropriateness of emotional expression; 4) emotions are used as a strategy of influence at both the organizational and individual levels; 5) women learn about emotional expression primarily through informal and incidental learning; 6) psychodynamics exist in the workplace that continually reproduce the pathology of emotional expression. Implications for research and practice include the following: 1) informal training programs for emotional intelligence may be as effective as formal learning situations; 2) action learning programs would provide an effective vehicle to implement emotional intelligence programs; 3) women need to gain an awareness and understanding of gender roles and their impact on behavioral expectations, career development and success; 4) emotions research needs to continue in order to acknowledge the existence of emotions in the workplace as well as examine their importance to managerial effectiveness, career development, and success; 5) further research could provide important knowledge for the emotions literature by examining the relationship between emotional expression and performance ratings; and 6) further research on the potential for informal learning to enhance emotional intelligence is critical. INDEX WORDS: Emotional intelligence, emotion work, career development, management, human resource development, adult learning, women WOMEN MANAGERS: LEARNING ABOUT EMOTIONAL EXPRESSION IN THE WORKPLACE by ROSALEE A. OPENGART B.A., Boston University, 1990 M.S., Virginia Polytechnic Institute and State University, 1995 A Dissertation Submitted to the Graduate Faculty of The University of Georgia in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy ATHENS, GA 2003 ã 2003 Rosalee A Opengart All Rights Reserved WOMEN MANAGERS: LEARNING ABOUT EMOTIONAL EXPRESSION IN THE WORKPLACE by ROSALEE A. OPENGART Major Professor: Laura Bierema Committee: Ron Cervero John Dagley Wendy Ruona Karen Watkins Electronic Version Approved: Maureen Grasso Dean of the Graduate School The University of Georgia May 2003 iv ACKNOWLEDGEMENTS There are many people in my life who have made this dissertation possible. This includes faculty and committee members, family, and friends. I extend my sincere thanks to each of the following: To Dr. Karen Watkins, who began the journey by enthusiastically convincing me to apply to the doctoral program in the Department of Adult Education, who first served as my major professor, and who put up with me for the first half of the program. To Dr. Laura Bierema, who helped me complete the journey by professionally fulfilling the duties of a major professor, persistently patient editor, supporter, and friend, and who put up with me for the second half of the program. Laura’s high standards and assistance were critical to this process. To Dr. Ron Cervero for answering a multitude of questions, and Dr. Wendy Ruona, and Dr. John Dagley, who each contributed their time and unique perspectives as committee members, helping every step of the way. To Dr. Sharan Merriam and Dr. Jamie Callahan, neither of whom were on my committee, yet were willing to contribute valuable time and knowledge. To my parents and in-laws who supported my efforts and travel. To my son Zachary who spent increasing amounts of time with the babysitter in order to let his mommy finish writing, and who taught me the importance of work/life balance. v And most importantly, to my husband Ken, who supported me in this long voyage from beginning to end with love, encouragement, advice, and lots of father-son nights and weekends. vi TABLE OF CONTENTS Page ACKNOWLEDGEMENTS................................................................................................ iv LIST OF TABLES.............................................................................................................. ix CHAPTER 1 INTRODUCTION................................................................................................1 Gender Roles ...............................................................................................2 Women’s Learning ......................................................................................3 Emotions ......................................................................................................4 Statement of the Problem and Purpose......................................................11 Significance of the Study...........................................................................13 Definitions .................................................................................................16 2 REVIEW OF THE LITERATURE......................................................................18 Feminism and Feminist Theories...............................................................20 Women in Management.............................................................................24 Women’s Learning and Development .......................................................34 Organizational Learning ............................................................................43 Emotions ....................................................................................................50 Emotion Work ...........................................................................................54 Gendered Nature of Emotion Work...........................................................58 Emotional Intelligence...............................................................................61 Interpersonal Psychodynamics ..................................................................69 vii Learning about Expressing Emotions in the Workplace ...........................76 Chapter Summary......................................................................................81 3 RESEARCH DESIGN AND METHODOLOGY .................................................83 Research Design and Methodology...........................................................84 Participant Descriptions .............................................................................93 Data Collection........................................................................................104 Data Analysis ...........................................................................................109 Reliability and Validity............................................................................112 Methodological Limitations and Researcher Bias...................................115 Chapter Summary....................................................................................118 4 FINDINGS...........................................................................................................119 Introduction..............................................................................................119 What women have learned about emotional expression in the workplace.......................................................................................119 How women have learned about emotional expression in the workplace.......................................................................................140 Chapter summary.....................................................................................155 5 CONCLUSIONS................................................................................................157
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