Balancing the scales: Changing perceptions of gender stereotypes among students in a PRME champion business school

Full and effective participation, as well as equal opportunities for women in leadership positions and at all levels of decision making in political, economic, and public life, can and, more importantly, should be addressed by business schools. Business schools are in a unique positioe the workplace, marketplace, and community, by preparing future graduates to enter the workforce ready to challenge and eliminate inequalities experienced by women globally. In this chapter our discussions are guided by the findings from a cohort study that identifies changes in gender stereotyping of the managerial role among business students from a PRME champion business school over a 10-year period. We consider the implications of these findings from three different perspectives: the business school, the student, and the organisation. In our discussion, the roles and responsibilities of business schools in creating an environment that allows learners to acquire the knowledge and skills needed to promote gender equality through the teaching of topical areas like implicit bias, second-generation bias, and the double bind phenomenon, will serve as a useful guide to inform business schools' engagement with stakeholders such as learners, policymakers, and organisations in general.