Papers by Susana Gonzalez-Perez
Sustainability, Oct 5, 2021
This article is an open access article distributed under the terms and conditions of the Creative... more This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY
Revista de Estudios Cooperativos, Sep 3, 2018
Resumen. En el actual entorno económico mundial organismos como la Organización para la Cooperaci... more Resumen. En el actual entorno económico mundial organismos como la Organización para la Cooperación y el Desarrollo Económico (OCDE) o el Banco Mundial reconocen el emprendimiento de nuevos negocios como un motor de crecimiento indiscutible y a los mecanismos financieros para ponerlo en práctica como determinantes. La literatura económica desde hace tiempo viene estudiando los procesos de emprendimiento desde diferentes perspectivas; aunque no tanto atendiendo al género de quien toma la iniciativa empresarial y a las singularidades de esta circunstancia, ya que hay situaciones que pueden llegar a condicionar la puesta en marcha de negocios por mujeres como el menor acceso a la financiación bancaria frente a sus homólogos masculinos, lo que puede justificar una menor actividad emprendedora. En ámbitos específicos como el emprendimiento social, donde el componente del lucro se ajusta con la dimensión social y medioambiental del proyecto, se pone de manifiesto esta situación. El presente artículo se centra en la demanda de financiación por parte de las emprendedoras a partir de tres bloques de análisis. En el primero, se estudian las necesidades de recursos financieros de las emprendedoras frente a los emprendedores con el propósito de establecer si hay diferencias relevantes, contrastando si las primeras precisan menos financiación que los segundos a la hora de llevar a cabo iniciativas empresariales. En el siguiente bloque, se analizan las fuentes de financiación principal declaradas por las emprendedoras de 69 países en la encuesta del Global Entrepreneurship Monitor (GEM), identificando varios clústeres relevantes con resultados diversos. Esto último hace posible, para terminar, contrastar empíricamente las diferencias en las fuentes principales expresadas por hombres y mujeres para financiar sus negocios 4 .
Frontiers in Psychology, Sep 10, 2020
Women are underrepresented in STEM (science, technology, engineering, and mathematics) careers, a... more Women are underrepresented in STEM (science, technology, engineering, and mathematics) careers, and this poses new challenges at the dawn of the era of digital transformation. The goal of the present study is to demonstrate how female role models influence girls' preferences for STEM studies. This paper evaluates a role-model intervention in which female volunteers working in STEM go into schools to talk to girls about their careers. The study was conducted with 304 girls, from 12 years old (sixth primary grade) to 16 years old (fourth secondary grade), both before and after the role-model sessions. An adaptation of the expectancy-value theory of achievement motivation is used to test the extent to which this role-model intervention improves girls' beliefs that they can be successful in STEM fields and increases their likelihood of choosing a STEM career. The results of multigroup structural equation modeling analysis show that on average, the role-model intervention has a positive and significant effect on mathematics enjoyment, importance attached to math, expectations of success in math, and girls' aspirations in STEM, and a negative effect on gender stereotypes. Additionally, the female role-model sessions significantly increase the positive impact of expectations of success on STEM choices. Finally, the moderation role of the counterstereotypical content of the role-model sessions is tested. The results show that the higher the counterstereotypical character of the sessions, the higher the relationship between expectations of success in math and the choice of STEM. These results are discussed regarding their implications for long-term STEM engagement.
Oikonomics, May 15, 2020
La (des)igualdad de género en las organizaciones: avances y estancamientos en España
Frontiers in Psychology
Women are still underrepresented in STEM careers (Science, Technology, Engineering, and Mathemati... more Women are still underrepresented in STEM careers (Science, Technology, Engineering, and Mathematics). One of the possible drivers behind this gender gap in the labour market is the female dropout from STEM education. The causes of the gender differences in the persistence of pursuing STEM studies have been explained by multiple factors related to interest and resolution in this type of career. The goal of the present research is to study the Engineering persistence gender gap in higher education by exploring the main factors underlying the leakage in the pipeline of Engineering fields. Our study reports the results of 34 qualitative in-depth interviews where internal barriers, stereotypes and external obstacles are assessed by women who have left their university degrees, compared with men who have withdrawn and women who have persisted. Results from the content analysis suggest that the undermining of persistence in Engineering fields is related to factors such as the chilly and ho...
Sustainability
Companies are vital agents in achieving the United Nations’ Sustainable Development Goals. One ke... more Companies are vital agents in achieving the United Nations’ Sustainable Development Goals. One key role that businesses can play in achieving the 5th Sustainable Development Goal on gender equality is implementing training programs for their women executives so they can reach top corporate leadership positions. In this paper, we test the effectiveness of an Authentic Leadership Development (ALD) program for women executives. By interviewing 32 participants from this ALD program and building on authentic leadership theory, we find that this program lifts women participants’ self-efficacy perception, as well as their self-resolution to take control of their careers. The driver for both results is a reflective thinking process elicited during the program that leads women to abandon the stereotype of a low status role and lack of self-direction over time. Through the relational authenticity developed during the program, women participants develop leadership styles that are more congenia...
Women are underrepresented in STEM (science, technology, engineering, and mathematics) careers, a... more Women are underrepresented in STEM (science, technology, engineering, and mathematics) careers, and this poses new challenges at the dawn of the era of digital transformation. The goal of the present study is to demonstrate how female role models influence girls' preferences for STEM studies. This paper evaluates a role-model intervention in which female volunteers working in STEM go into schools to talk to girls about their careers. The study was conducted with 304 girls, from 12 years old (sixth primary grade) to 16 years old (fourth secondary grade), both before and after the role-model sessions. An adaptation of the expectancy-value theory of achievement motivation is used to test the extent to which this role-model intervention improves girls' beliefs that they can be successful in STEM fields and increases their likelihood of choosing a STEM career. The results of multigroup structural equation modeling analysis show that on average, the role-model intervention has a positive and significant effect on mathematics enjoyment, importance attached to math, expectations of success in math, and girls' aspirations in STEM, and a negative effect on gender stereotypes. Additionally, the female role-model sessions significantly increase the positive impact of expectations of success on STEM choices. Finally, the moderation role of the counterstereotypical content of the role-model sessions is tested. The results show that the higher the counterstereotypical character of the sessions, the higher the relationship between expectations of success in math and the choice of STEM. These results are discussed regarding their implications for long-term STEM engagement.
Uploads
Papers by Susana Gonzalez-Perez