Gender in Job Negotiations: A Two-Level Game

Hannah Riley Bowles; Kathleen  McGinn

Article | Negotiation Journal | October 2008

Gender in Job Negotiations: A Two-Level Game

by Hannah Riley Bowles and Kathleen McGinn

Abstract

We propose taking a two-level-game perspective on gender in job negotiations. At Level One, candidates negotiate with employers. At Level Two, candidates negotiate with household members. In order to illuminate the interplay between these two levels, we review research from two separate bodies of literature. Research in psychology and organizational behavior on candidate-employer negotiations sheds light on the effects of gender on Level One negotiations. Research from economics and sociology on intrahousehold bargaining elucidates how negotiations over the allocation of domestic labor at Level Two influence labor force participation at Level One. In conclusion, we integrate practical implications from these two bodies of literature to propose a set of prescriptive suggestions for candidates to approach job negotiations as a two-level game and to minimize the disadvantageous effects of gender on job negotiation outcomes.

Keywords: Perspective; Negotiation; Research; Organizational Culture; Body of Literature; Jobs and Positions; Gender; Labor;

Format: Print

18 pages

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Citation:

Bowles, Hannah Riley, and Kathleen McGinn. "Gender in Job Negotiations: A Two-Level Game." Negotiation Journal 24, no. 4 (October 2008): 393–410.

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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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Gender in Job Negotiations: A Two-Level Game

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