Expectancy value theory and gendered interviewing: How collegiate women anticipate and experience an interview setting — Presentation Detail — Celebration of Scholars

Instructions

Student presentations must have a faculty sponsor.

Abstracts must include a title and a description of the research, scholarship, or creative work. The description should be 150-225 words in length and constructed in a format or style appropriate for the presenter’s discipline.

The following points should be addressed within the selected format or style for the abstract:

A clear statement of the problem or question you pursued, or the scholarly goal or creative theme achieved in your work.
A brief comment about the significance or uniqueness of the work.
A clear description of the methods used to achieve the purpose or goals for the work.
A statement of the conclusions, results, outcomes, or recommendations, or if the work is still in progress, the results you expect to report at the event.

Presenter photographs should be head and shoulder shots comparable to passport photos.

Additional Information

More information is available at carthage.edu/celebration-scholars/. The following are members of the Research, Scholarship, and Creativity Committee who are eager to listen to ideas and answer questions:

Jun Wang
Kim Instenes
John Kirk
Nora Nickels
Andrew Pustina
James Ripley

Expectancy value theory and gendered interviewing: How collegiate women anticipate and experience an interview setting

Name: Amanda Armitage
Major: Public Relations (minor in communications, women and gender studies, and sociology)
Hometown: Yorkville, IL
Faculty Sponsor:
Other Sponsors:
Type of research: Senior thesis
Funding: n/a

Abstract

The working environment is filled with challenges and implicit discriminatory practices that disadvantage women. The interview setting is just one of the ways that women experience differences that may impact their experience in an organization. A long history of gender-based obstacles termed “The Labyrinth,” different communication strategies in an interview setting, and the gendered expectations of applicants has provided challenges to women entering the workplace. After an analysis of 40 undergraduate responses of men and women entering or expecting to enter the interview setting, the results suggest that collegiate women are still experiencing disadvantages based on their gender. These differences are socially-based and go unnoticed for most employed women but appear in the content of applicant responses. Women experience less confidence in their ability to perform in a job setting, appear professional, and interview successfully – experiences and expectations that are not reflected in male responses.