Women and Power: Stories From Around the Globe

Kathleen L. McGinn; Alexis  Lefort; Nicole  Nasser

Case | HBS Case Collection | March 2002

Women and Power: Stories From Around the Globe

by Kathleen L. McGinn, Alexis Lefort and Nicole Nasser

Abstract

This case uses vignettes and statistics of the broader issue discussed in each vignette to explore some of the ways in which gender is played out in the struggle for power and control. Disenfranchised groups--those not allowed access to critical resources--have little access to power. In many countries, women represent one of these disenfranchised groups. Women around the world are disproportionately denied access to employment, education, religious freedoms, many traditional routes to business funding, collective action, and social welfare. The vignettes explore ways in which inroads to equality are being made on new, innovative paths. Even mainstream approaches to accessing critical resources are becoming more gender neutral. The vignettes and statistics are meant to be illustrative rather than exhaustive.

Keywords: Equality and Inequality; Gender; Power and Influence;

Format: Print

14 pages

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Citation:

McGinn, Kathleen L., Alexis Lefort, and Nicole Nasser. "Women and Power: Stories From Around the Globe." Harvard Business School Case 902-203, March 2002.

Teaching Plan serves as a supplement to the case for “Chief: Role for Carolyn Childers” (920-019), “Chief: Role for Lindsay Kaplan” (920-020), and “Scaling at Chief” (920-021).

Article | Quarterly Journal of Economics | May 2020

Negotiating a Better Future: How Interpersonal Skills Facilitate Inter-Generational Investment

Nava Ashraf, Natalie Bau, Corinne Low and Kathleen McGinn

Using a randomized control trial, we examine whether offering adolescent girls nonmaterial resources—specifically, negotiation skills—can improve educational outcomes in a low-income country. In so doing, we provide the first evidence on the effects of an intervention that increased noncognitive, interpersonal skills during adolescence. Long-run administrative data shows that negotiation training significantly improved educational outcomes over the next three years. The training had greater effects than two alternative treatments (offering girls a safe physical space with female mentors and offering girls information about the returns to education), suggesting that negotiation skills themselves drive the effect. Further evidence from a lab-in-the-field experiment, which simulates parents’ educational investment decisions, and a midline survey suggests that negotiation skills improved girls’ outcomes by moving households’ human capital investments closer to the efficient frontier. This is consistent with an incomplete contracting model, where negotiation allows daughters to strategically cooperate with parents.

Keywords: Negotiation; Competency and Skills; Training; Age; Gender; Education; Investment; Outcome or Result; Developing Countries and Economies;

Citation:

Ashraf, Nava, Natalie Bau, Corinne Low, and Kathleen McGinn. "Negotiating a Better Future: How Interpersonal Skills Facilitate Inter-Generational Investment." Quarterly Journal of Economics 135, no. 2 (May 2020): 1095–1151. View Details

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Women and Power: Stories From Around the Globe

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