Faculty of Social Science and Humanities
(FSSH) UW631310002 Politics and Government Studies.  
SSF3044: Sociology of Development
(FSSK/UW631310002) 
 
Tittle: Women, Gender, and Development: A Study of Men’s
perception of Leadership Among Female Students  
 
  Name of Lecturer: Dr. Sharifah Sophia Binti Wan Ahmad 
  
No.  Name  No. Matric 

1  Muhd Khairi Bin Hanifah  77329 

2  Syarifah Nur Nadzirah Binti Syed Yahya   76929 
3  Nuralya binti Mohammed Zaidi  76340 
4  Azreen binti M.Rusli  74249 
  
Women, Gender, and Development: A Study of Men’s perception of Leadership Among
Female Students 
  
1.0 INTRODUCTION 
  
           Female student leadership has become a focal point in the pursuit of gender equality
and inclusivity across various domains, including higher education institutions. University
Malaysia Sarawak (UNIMAS), as a renowned university, recognizes the significance of
understanding men's perceptions of female student leadership. By comprehending these
perceptions, UNIMAS can foster a supportive and inclusive environment that empowers
women to excel and contribute effectively within the institution. 
UNIMAS is deeply committed to nurturing academic excellence and grooming future
leaders. While commendable progress has been made in promoting gender equality, it is
crucial to acknowledge the potential existence of negative stereotypes, biases, or perceptions
among male students and staff regarding women's leadership within the university. 
This research aims to delve into the perceptions held by male students and staff at
UNIMAS regarding female student leadership. By examining the factors that influence these
perceptions, the study seeks to shed light on their potential impact on gender inclusion and
women's career development within the university setting. Addressing this research gap is
essential for gaining valuable insights into the dynamics surrounding women's leadership at
UNIMAS, empowering the university to develop effective strategies and policies that
promote equal opportunities and gender inclusivity. 
Understanding men's perceptions of female student leadership at UNIMAS has far-
reaching implications. It enables university administrators, policymakers, and stakeholders to
formulate evidence-based strategies that address any gender-based barriers and promote a
culture of equality and inclusivity within the institution. By actively fostering an environment
that supports and encourages women's leadership, UNIMAS can create a more diverse and
inclusive campus community that harnesses the talents and potential of all its members. 
Based on the comprehensive analysis of men's perceptions of female student
leadership, several recommendations can be made to enhance gender inclusivity at UNIMAS.
First, the university should prioritize awareness campaigns and educational initiatives that
challenge stereotypes and biases, fostering an environment that values and recognizes the
leadership potential of all students, irrespective of gender. 

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 Secondly, UNIMAS should establish mentorship programs that facilitate the
development of aspiring female leaders. By providing opportunities for mentorship and
guidance from experienced leaders, the university can empower female students to overcome
barriers and excel in their chosen fields. 
Furthermore, UNIMAS should actively encourage women's participation in leadership
positions across various student organizations, clubs, and societies. By showcasing successful
female leaders as role models, the university can inspire and motivate other women to pursue
leadership roles and contribute meaningfully to the campus community. 
In conclusion, this research on men's perceptions of female student leadership at
UNIMAS holds immense importance for promoting gender equality and inclusivity within
the university. By recognizing potential biases and barriers and addressing them through
evidence-based strategies, UNIMAS can create an environment that supports and empowers
women in leadership positions. Such efforts will not only benefit female students but will
also contribute to the overall development and success of the institution as it embraces a
diverse and inclusive campus community. 
 

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 2.0 PROBLEM STATEMENT 
  
The topic of women, gender, development has gained significant attention in recent
years, focusing on the empowerment of women in various spheres of life, including
leadership roles. Despite progress, gender disparities persist, particularly in areas such as
leadership positions. In the context of university settings, understanding men’s perception of
women’s leadership is crucial for fostering inclusive and equitable environments. This
research aims to explore the attitudes, biases, and barriers that influence men’s perception of
women’s leadership among students in universities. Understanding men’s perception of
women’s leadership is essential for promoting gender equality and breaking down barriers in
university settings. By identifying existing biases and misconceptions, this research will
provide valuable insights for designing targeted interventions to challenge stereotypes and
promote inclusive leadership practices.  
  
2.1 Research Question 
  
    2.1.1 What are the basic biases, stereotypes, and preconceived notions held by men that
influence their perception of women? 
Men have long been influenced by various biases, stereotypes, and preconceived
nations that shape their perception of women. Gender stereotyping remains at the heart of the
challenge women experience in asserting alternative models of power. Much literature on
leadership often uses ‘masculine’ leadership as the prototype (Herbst, 2020). These ingrained
beliefs often lead to skewed judgments and unfair treatment. One common bias is the
“damsel in distress” stereotype, portraying women as a weak and in need of protection.
Additionally, the “emotional and irrational” stereotypes suggests that women are overly
sensitive and incapable of making logical decisions. Furthermore, the “domestic caretaker”
stereotypes assume women’s primary role as homemakers, undermining their professional
abilities. Such biases limit women’s opportunities, hinder gender equality, and perpetuate
societal inequities. It is essential to challenge these biases, embrace diversity, and foster a
more inclusive and unbiased perception of women.  
  
    2.1.2 What are the challenges faced by women due to the perception of men? 
Women face numerous challenges due to the perceptions hold by men. One
significant challenge is the perception of women as inferior or subordinate, leading to gender
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discrimination and unequal opportunities in various domains, such as employment and
leadership positions. The objectification of women, fueled by societal norms and media
portrayals, contribute to harassment and assault. Additionally, the perception of women as
caregivers and homemakers often leads to an unequal division of household and parenting
responsibilities. Such perceptions limit women’s autonomy, hinder their professional growth,
and perpetuate gender disparities. It is crucial for men to challenge these perceptions, support
gender equality, and work towards creating an inclusive and equitable society for all (Acker,
2010).  
  
2.2 Research Objectives 
  
    2.2.1 Identify the basic biases, stereotypes and notions or preconceptions that men hold
about women's abilities 
Men often hold biases perceptions about women’s abilities, which hinder gender
equality and limit women’s opportunities. One common perception is the belief that women
are less competent in traditionally male-dominated fields, such as science, technology,
engineering, and mathematics. While many prejudices and hurdles connected to gender have
decreased over time, gender stereotypes still hinder the advancement of women's jobs.
Gender stereotypes, which influence management conduct and vocational outlooks in the
workplace with patriarchal expectations, continue to have a detrimental impact on the
prospects for women to advance their careers (Tabassum & Nayak, 2021). This perception
leads to a lack of support, discouragement, and unequal representation for women in these
fields. Additionally, the notion that women are emotionally weaker or less rational
undermines their capabilities and decision-making skills. Such perceptions create barriers for
women’s professional growth, impede their advancement into leadership roles, and
perpetuate gender stereotypes. It is crucial to challenge these perceptions, recognize women’s
talents, and create inclusive environments that foster equal opportunities for all. 
  
    2.2.2 Examines the specific challenges and barriers women face in leadership roles due to
male perceptions. 
Women face specific challenges and barriers in leadership roles due to male
perceptions that perpetuate gender biases. One challenge is the perception of women as less
assertive or authoritative, which undermines their ability to command respect and influence
others. This leads to difficulties in being taken seriously and limits their opportunities for
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advancement. Another barrier is the perception that women lack the necessary qualities for
leadership, such as confidence or decisiveness. Most men expressed the opinion that women
do not have equal possibilities for career advancement and upward mobility inside
organizations. Both men and women, in the majority, agreed that women may be better
equipped for leadership roles with education and training (Journal of Leadership Education,
2020). This results in a narrower pool of female candidates for leadership positions and
reinforces the gender gap in higher-level roles. Additionally, stereotypes that associate
leadership with masculine traits can make it harder for women to break through the glass
ceiling.  
 
2.3 Literature review 
Other studies have examined women’s leadership, shedding light on the challenges
they face in attaining and excelling in leadership positions. This research highlights the
persistent gender stereotypes that perceive women as less competent and less suitable for
leadership roles (Eagly & Carli 2007). Their research still holds significant relevance today,
shedding light on the persistent barriers that hinder gender equality in organizational
hierarchies. Researcher analysis delves into the labyrinthine challenges women face they
navigate their path towards leadership roles. They highlight how societal expectations,
ingrained biases, and structural obstacles contributes to the scarcity of women in top
positions. The authors argue that women often encounter a “double bind” wherein they are
penalized for exhibiting assertiveness and self-confidence, traits typically expected of leaders.
Furthermore, the authors offer insights into potential solutions, emphasizing the importance
of organizations implementing inclusive practices and policies. Their work encourages the
creation of support networks, mentorship programs, and flexible work arrangements to
facilitate women’s progress. By addressing these systemic barriers, organizations can
cultivate diverse leadership teams that bring varied perspectives and enrich decision-making
processes.  
The intersectionality framework emphasizes that gender cannot be understood in
isolation but rather interacts with other dimensions of identity, such as race, ethnicity, and
religion. This intersectional perspective recognizes that individuals' experiences and
perceptions are shaped by the overlapping influences of multiple identities. In the context of
men's perceptions of women's leadership, understanding the intersectionality of gender and
other identities becomes crucial. 

5
 Karpowitz and Mendelberg's (2014) study contribute to this understanding by
examining how men's perceptions of women's leadership may be influenced by intersecting
identities. By considering factors such as racial or ethnic background, religious beliefs, and
other identity markers, the researchers aimed to provide a more nuanced and comprehensive
understanding of how these intersecting factors impact men's attitudes towards women
leaders. This approach acknowledges that individuals' perspectives are not solely based on
their gender but are influenced by their broader social and cultural contexts. 
The study may have investigated questions such as whether men from different racial
or ethnic backgrounds hold different views on women's leadership capabilities, or if religious
beliefs play a role in shaping their perceptions. By exploring these intersections, the
researchers sought to uncover the intricate ways in which various identities interact and shape
men's attitudes towards women's leadership. 
Moreover, the mention of the "UNIMAS" context in relation to this study suggests
that the research might have been conducted at or focused on University Malaysia Sarawak
(UNIMAS) or a similar setting. This localized context could provide unique insights into the
specific dynamics of men's perceptions of women's leadership within that environment. 
It is important to note that without access to the actual study, specific findings and
details cannot be provided. However, the study likely aimed to provide a more
comprehensive understanding of men's perceptions of women's leadership by examining the
complex interactions between gender and other intersecting identities. This approach
contributes to the broader literature on gender and leadership, offering insights into how
various identity factors shape individuals' attitudes and beliefs. 
The article conducted by Husain & Xiao Xiao (2016) titled "The Antecedents of
Women Leadership in SMEs: The Malaysian Senior Female Managerial Perspective." As
human civilization advanced more quickly, women started to assume important leadership
positions in a variety of societal spheres, particularly in the business, social, and political
spheres. Women are now taking on more important leadership responsibilities, which has
increased their impact within organizations. This matter can be related to the impact faced by
a woman in UNIMAS when leading an important organization. The study likely focuses on
understanding the challenges and opportunities faced by women in leadership positions
within the Malaysian context. As stated in the article, women have increasingly assumed
significant leadership roles across various sectors, including business, social, and political
spheres. This trend reflects the progress made in gender equality and the recognition of

6
women's capabilities in leadership positions. However, despite these advancements, women
still face unique challenges and barriers in their leadership journeys. 
The study likely investigates the specific context of women in leadership roles within
SMEs in Malaysia. SMEs play a crucial role in the country's economy and understanding the
factors that contribute to women's leadership in this sector is important for promoting gender
diversity and inclusion. The research may examine various antecedents or factors that
influence women's leadership in SMEs. This could include exploring aspects such as
educational background, professional experience, organizational support, family
responsibilities, cultural norms, and societal expectations. By investigating these factors, the
study aims to provide insights into the challenges and facilitators of women's leadership
within the Malaysian SME context. In relation to the context of UNIMAS, the article may
draw implications for women in leadership positions within the university or similar
educational institutions. It could shed light on the experiences and factors that influence
women's leadership advancement, the barriers they may face, and the strategies that can be
implemented to enhance gender equality and support women leaders within the academic
setting. Without access to the specific content of the article, it is challenging to provide
further elaboration or specific findings. However, the study likely contributes to the existing
literature on women's leadership in SMEs, providing valuable insights into the Malaysian
context and highlighting the importance of supporting and empowering women in leadership
roles. 
Article by. Karim R, Lindberg L, Wamala S, Emmelin M (2008) without taking
masculine issues into account, women’s participation in development initiatives does not
always guarantee their empowerment, health, and welfare in a male-dominated society. This
study aimed to explore men’s perceptions of women’s participation in development (WPD) in
rural Bangladesh. In adopting a qualitative approach, the study examined 48 purposively
selected married and unmarried men aged 20–76 years in three northwest villages. Data
collection was accomplished through four focus group discussions (FGDs) with 43 men
clustered into four groups and through individual interviews with five other men. Through the
FGDs and interviews, the researchers likely explored various themes related to men's
perceptions of women's participation in development. These themes might include attitudes
towards women's involvement in decision-making processes, access to resources and
opportunities, roles and responsibilities within the household and community, and the impact
of societal norms and power dynamics on women's empowerment. By capturing the
perspectives of men, the study aims to provide a more comprehensive understanding of the
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complexities surrounding women's participation in development initiatives. It acknowledges
the importance of considering the views and attitudes of men in shaping women's experiences
and outcomes, particularly within a patriarchal social structure. While specific findings from
the article are not provided, the study likely contributes to the existing literature on gender
and development, shedding light on the role of men in promoting or hindering women's
empowerment within rural Bangladeshi communities. The research may provide valuable
insights for policymakers, practitioners, and development organizations seeking to create
inclusive and gender-responsive development interventions that address the concerns and
challenges faced by women in male-dominated contexts. 
In addition to the impact of gender stereotypes on perceptions of women's leadership,
there is a substantial body of literature that further supports the influence of societal
expectations and implicit biases on men's perceptions of women's leadership abilities. Eagly
and Karau's (2002) research, for instance, provides valuable insights into this phenomenon. 
Eagly and Karau's study indicates that leadership roles are frequently associated with
traits that are traditionally viewed as masculine, such as assertiveness, decisiveness, and
competitiveness. These societal expectations can create implicit biases against women, as
they are often stereotypically associated with communal traits like nurturing, empathy, and
cooperation. Consequently, these biases may lead to the perception that women are less
suitable for high-ranking positions within the specific context of UNIMAS or any similar
institution. 
The presence of these gender stereotypes and associated biases can significantly
impact men's perceptions of women's leadership abilities. Research suggests that individuals
tend to evaluate leadership potential based on conformity to these gendered expectations,
leading to the perception that men possess more inherent leadership qualities than women.
This bias may result in men being more skeptical or resistant to accepting women as leaders,
as their perception of leadership is closely tied to masculine traits. 
Moreover, these stereotypes and biases may perpetuate a "think manager, think male"
mindset, where men are more readily associated with leadership positions. This mindset can
manifest in various ways, such as the underrepresentation of women in high-ranking
positions, the gender pay gap, or the persistent glass ceiling effect. 
By acknowledging the influence of gender stereotypes on men's perceptions of
women's leadership, it becomes apparent that addressing these biases is crucial for fostering
gender equality and promoting women's representation in leadership roles within UNIMAS.
Understanding the role of these stereotypes can guide efforts to challenge and reshape
8
gendered expectations by promoting diverse leadership styles and emphasizing the
importance of inclusive leadership qualities. 
In conclusion, the literature consistently highlights the influential role of gender
stereotypes on men's perceptions of women's leadership abilities. Eagly and Karau's (2002)
research offers valuable insights into the impact of societal expectations and implicit biases
on these perceptions. By recognizing and addressing these biases within the context of
UNIMAS, efforts can be made to create an environment that promotes equal opportunities for
women to excel in leadership positions, ultimately fostering a more inclusive and diverse
campus community. 
"The glass cliff: Exploring the dynamics surrounding the appointment of women to
precarious leadership positions" by Ryan & Haslam (2005): This article examines the
phenomenon of "glass cliff" which refers to situations in which women are often placed in
leadership positions 
full of challenges and risks. The findings in this analysis demonstrate that the environment of
women's adoption of leadership positions and the associated stereotypes can affect how
people perceive women's leadership. In this sense, it is relevant to the study that will be
conducted to examine the obstacles women in Unimas must overcome to become leaders. 
The study conducted by Rosiatimah Mohd Isa et al. (2002) titled 'A Survey on
Perceptions towards Female Academic Leaders in Public Universities' examined the
perceptions of academics regarding women's leadership in the academic field. The study
focused on three public universities, namely UiTM, UUM, and USM, and investigated the
recognition of women's academic leadership as well as the challenges they faced in attaining
key positions within universities. This literature review aims to provide a comprehensive
analysis of the study, highlighting its key findings, implications, and the broader context of
perceptions and challenges related to women's academic leadership in public universities. 
The study by Rosiatimah Mohd Isa et al. (2002) employed a survey methodology to
gather data from respondents in the three selected public universities. The survey
questionnaire assessed the perceptions of academics towards women's leadership in the
academic field, focusing on the opportunities and challenges faced by women in attaining
academic leadership positions. The results of the study revealed that the respondents from
UiTM, UUM, and USM acknowledged the importance of providing equal opportunities for
women to assume academic leadership roles. This indicates a positive perception and
recognition of women's potential as academic leaders in the university setting. Both women

9
and men showed support for women's academic leadership, suggesting a broader acceptance
of gender equality in leadership positions. 
However, the study also highlighted the challenges faced by women in advancing
their careers and securing key positions in universities. The researchers noted that women had
to exert greater effort and work harder than men to achieve promotion and hold influential
positions. This finding points to the existence of gender biases and systemic barriers that
impede women's career progression within academia. 
The study by Rosiatimah Mohd Isa et al. (2002) provides valuable insights into the
perceptions of academics regarding women's academic leadership in public universities. The
findings underscore the importance of promoting gender equality and creating an inclusive
environment that enables women to advance and excel in leadership roles within academia.
Given that the study was conducted in 2002, it is essential to examine more recent research to
assess whether attitudes and perceptions have evolved over time. Further investigations could
explore the specific factors contributing to the perceived challenges faced by women in
academic leadership, such as implicit biases, work-life balance, and institutional policies. By
addressing these challenges, universities can strive towards greater gender equity and foster
an environment where women can thrive and contribute to academic leadership. 
The study by Rosiatimah Mohd Isa et al. (2002) sheds light on the perceptions and
challenges associated with women's academic leadership in public universities. While there is
recognition and support for women's potential in leadership roles, the study highlights the
need to address the additional hurdles faced by women in advancing their careers. By
conducting further research and implementing inclusive policies and practices, universities
can work towards creating a more equitable and diverse academic leadership landscape. 
 
 
  
  

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 3.0 METHODOLOGY 

3.1 Study location 

UNIMAS, also known as University Malaysia Sarawak, is a public university located
in Kota Samarahan, Sarawak, Malaysia. The university is situated about 30 kilometers (about
18.64 mi) east of the city of Kuching, the capital of Sarawak state. UNIMAS is set amidst a
lush green campus surrounded by the natural beauty of Borneo's rainforest. The campus
provides a conducive environment for studying and research. It covers an area of
approximately 1,070 hectares, offering a mix of modern facilities, academic buildings,
residential colleges, recreational areas, and administrative offices. 
The university's location in Sarawak provides unique opportunities for students, as the
state is known for its rich biodiversity, diverse cultural heritage, and vibrant indigenous
communities. Sarawak's natural wonders, such as national parks, caves, and wildlife reserves,
offer students a chance to explore and appreciate nature. The campus itself is well-equipped
with facilities to support various academic disciplines. UNIMAS has multiple faculties,
including the Faculty of Medicine and Health Sciences, Faculty of Engineering, Faculty of
Social Sciences, and Faculty of Resource Science and Technology, among others. The
university also has research centers and institutes dedicated to specific fields of study. 
UNIMAS attracts students from diverse backgrounds, cultures, and regions. This
diversity provides researchers with a wide range of participants, enabling a comprehensive
examination of men's perceptions across different demographics. A varied student population
enhances the validity and representativeness of the study findings. 
UNIMAS fosters an academic environment that encourages critical thinking and
research. Faculty members and students at UNIMAS are likely to be open to engaging in
studies on gender-related topics, creating an atmosphere conducive to discussions and
valuable insights. The university's commitment to academic excellence ensures a supportive.
Other than that, UNIMAS offers a distinctive study location that combines modern academic
facilities with the natural beauty and cultural diversity of Sarawak, providing students with a
unique learning experience.  
This section outlines the duration and timeline for data collection in a methodological
study aimed at investigating men's perceptions of women's leadership at University Malaysia
Sarawak (UNIMAS). The study employs a quantitative approach using a questionnaire as the
primary data collection tool, supplemented by field observations and informal interviews.
The study will utilize a targeted sample of 50 respondents. The research approach involves
11
distributing questionnaires to the participants and subsequently conducting field observations
and informal interviews to enhance and complement the questionnaire responses. By
combining these methods, the study aims to provide a comprehensive understanding of men's
perceptions of women's leadership. 

3.2 Duration of Data Collection 

The data collection process for this study will span a period of two weeks, specifically
from May 28 to June 10, 2023. The selected duration is intended to ensure efficient data
collection and subsequent analysis, striking a balance between gathering sufficient responses
and minimizing potential delays. The two-week timeline for data collection allows for an
effective and focused approach to collecting data. By concentrating efforts within this
timeframe, researchers can ensure the timely acquisition of sufficient responses while
maintaining data quality and accuracy. 

3.3 Research Participants

Participants for our research were male students at UNIMAS and respondents were
among those aged 20 to 29 years. We find male student respondents through the distribution
of Google form links to UNIMAS official groups on WhatsApp such as the WhatsApp group
class, the official UNIMAS group 2022/2023, and friends from other faculty help spread the
link to their WhatsApp group. In addition, we also shared a Google form link with friends
who are studying at UNIMAS who are male. Looking for these male student respondents we
also asked for the good service of the official group course to fill out the google form we
provided. In addition to posting the Google form links on social media, the aim is that
UNIMAS male students can assist us in collecting data through the Google form provided.
The purpose of our search for male students as our respondents is because our research
requires a male student's view of the leadership of a female student with UNIMAS student
status. 
 
3.4 Research instrument
The research design for this study is quantitative, employing questionnaires as the
primary data collection tool. This design allows for the collection of numerical data, enabling
statistical analysis of men's perceptions of women's leadership at UNIMAS. Structured
questionnaires will be developed to gather data on men's perceptions of women's leadership.

12
The questionnaires will include items that assess participants' attitudes, beliefs, and biases
regarding women's leadership abilities.  
These questionnaires will be administered to the targeted sample of 50 participants,
either in print or online format. In addition to the questionnaires, field observations will be
conducted to provide contextual insights into men's perception of women's leadership at
UNIMAS. The researcher will observe interactions, behaviors, and dynamics related to
women's leadership in various settings within the university. These observations will
supplement the questionnaire data, providing a more comprehensive understanding of the
topic.  
The collected data will be analyzed using appropriate statistical techniques. The
quantitative data from the questionnaires will be analyzed using descriptive statistics, such as
frequencies and percentages, to summarize and interpret participants' responses. The analysis
will help identify patterns, trends, and correlations in men's perception of women's
leadership.  
  
The questions posed by the researchers to the respondents are through two ways the
adaptation of questions from past studies and through the ideas of the researchers themselves.
Survey questions made from adaptations of past research questions are starting from the
question What biases, stereotypes, or preconceived notions do you believe men may hold
about women's abilities in leadership roles? What are specific challenges and barriers do
women face in leadership roles due to male perceptions? This question is adapted from a
journal entitled “Gender Stereotypes and Their Impact on Women’s career Progressions from
a Managerial Perspective” and despotized from a journal titled “Barrier and Bias: The Status
of Women in Leadership”.  
 Make sense of the question in your opinion, do you believe that women face more
challenges in leadership roles compared to men? And   According to your experience, have
you observed or encountered bias and discrimination towards female bosses in your
university/student environment? This question is also dictated from a journal titled
“Perceptions towards Female Leadership in Malaysia. So, the question is born from a past
research question, where the researcher gets the idea after making detailed research through
readings related to the subject being investigated.  
Meanwhile, questions through the ideas of the researchers themselves are starting
from questions Media and popular culture usually present men as leaders and female as
assistant? Does this cause a lack of women s leaders at university? Have you worked with
13
female students as a leader? Are you satisfied with the leadership? Do you agree that men's
perceptions of women's leadership can influence women's involvement and participation in
organizational decision-making processes? if yes, give your reasons. Do you believe that
women have physical limitations that make them less competent than men in sports or jobs
that require physical strength? If yes, why? These questions are ideas themselves without
being taken away from any source. This is because the researchers have their own ideas that
are born from the title of the study. 

3.5 Limitation in data collection

Limitations in data collection during research can significantly impact the validity and
reliability of study findings. Firstly, sample size limitations can hinder generalizability, as
smaller samples may not accurately represent the larger respondent. Secondly, data collection
methods may introduce biases, such as self-reporting or Ober server biases, affecting the
accuracy of collected information. Additionally, ethical constraints, like informed consents or
privacy concerns can restrict access to certain data sources. Furthermore, technological
constraints or financial limitations might prevent comprehensive data gathering. These
limitations emphasize the need for researchers to acknowledge and address potential biases,
constraints, and sources of error to ensure robust and meaningful research outcomes
3.6 Challenges during data collection
The challenges we faced during data collection is data quality issues. Raw data quality
includes errors and inconsistencies. Ideally, data collection measures are design to avoid or
minimize such problems. Other than that, researcher also faced low response from respondent
to answer the questionnaire thru Google Form, lack of answers or willing participants in
research investigations brings into doubt the reliability of the information gathered.

14
 4.0 FINDINGS

Table 4.1.1: Age

From the chart above, the researcher found that the majority of respondents are 23
years old, which is 15 people (30%) out of a total of 50 respondents, followed by 22 years old
respondents, which is 13 people (26%). In addition, there is only 1 respondent who is 20
years old, equal to 2%, and 2 respondents who are 29 years old (4%). For respondents who
are 21 years old, there are 8 people (16%), while respondents who are 24 years old are 7
people (14%), and lastly there are 4 people (8%) who are 25 years old.

Table 4.1.2: Sex

Respondents who followed this questionnaire only consisted of males, a total of 50
respondents.

15
 Table 4.1.3: Year of Study
For the fourth question, the majority of respondents are in the third year of study,
which is a total of 29 respondents (58%) out of 50 respondents, while for the fourth and fifth
years each has three respondents equal to 6%. For first year students there are seven
respondents (14%) and there are eight respondents studying in the second year (16%).

Table 4.1.4: What biases, stereotypes, or preconceived notions do you believe men may hold
about women’s abilities in leadership roles?
The majority of respondents were satisfied with question five 'Women are less
capable than men in decision-making' which is a total of 14 respondents, while 13
respondents only chose neutral. In addition, eight respondents were very dissatisfied with the
question, while 11 respondents were not satisfied, and only four respondents chose very
satisfied with the question.

16
 Next, for question six 'women lack assertiveness and confidence in leadership', for not
satisfied and neutral, each recorded 12 respondents while ten respondents were very
dissatisfied with the statement. Next, nine respondents were satisfied and seven respondents
were very satisfied with the statement.
In addition, the majority of respondents were very satisfied with question seven,
namely women are more emotional and less rational as leaders, which is a total of 14
respondents, while a total of seven respondents were very dissatisfied, a total of seven
respondents. In addition, a total of nine respondents were not satisfied, while nine
respondents chose neutral and 12 respondents chose satisfied.
Next, for question eight, the majority of respondents were satisfied with the statement
that 'women are unable to handle high-pressure situations effectively' which was recorded by
15 respondents while ten respondents chose very satisfied. Next, for very dissatisfied and
neutral each recorded eight respondents and nine respondents chose not satisfied.

Table 4.1.5: Media and popular culture usually presents men as leaders and female as
assistant? Does this cause a lack of women as leaders at university?
Based on Question Nine, a total of 34 respondents agreed that the media and popular
culture usually present men as leaders and female as assistants cause a lack of women as
leaders in university, while 14 respondents disagreed, and 2 respondents were not sure.

17
 Table 4.1.6: Have you worked with female students as a leader? Are you satisfied with the
leadership?
Based on question ten, the majority of respondents have served under female
leadership and there are two respondents who are not satisfied with that leadership out of a
total of 39 respondents, while a total of 11 respondents have never worked under female
leadership.
Based on question 11, the majority of respondents agreed the danger they observed or
encountered bias and discrimination towards female leaders while 13 respondents answered
no and 15 respondents answered maybe.

Table 4.1.7: According to your experience, have you observed or encountered bias and
discrimination towards female bosses in your university/student environment?

18
 Based on question 11, the majority of respondents agreed the danger they observed or
encountered bias and discrimination towards female leaders while 13 respondents answered
no and 15 respondents answered maybe.

Table 4.1.8: What are specific challenges and barriers do women face in leadership roles due
to male perceptions?
Based on question 12, 16% of respondents was the limited access to leadership and
promotion opportunities. Another disheartening finding lack of support and mentorship from
male colleague as indicated by 14% of respondents. Negative assumptions about women's
competence and abilities, as highlighted by 36% of respondents. Moreover, 12% of
respondents reported gender-based stereotypes that adversely impact women's credibility as
leaders It is crucial to emphasize that 22% of respondents recognize that women encounter all
the challenges and barriers in leadership roles.

Table 4.1.9: Do you agree that men’s perceptions of women’s leadership can in influence
women’s involvement and participation in organizational decision-making processes? If yes,
give your reasons.
19
 Based on question 13, the majority of respondents agreed that men's perception of
women leadership can influence women's involvement and participation in organizational
decision-making processes, that is 28 respondents while 21 respondents disagreed with the
statement and one respondent was unsure.

Table 4.1.10: in your opinion, do you believe that women face more challenges in leadership
roles compared to men?
Next, for question 14, the majority of respondents agreed that women face more
challenges in leadership roles compared to men, which is a total of 38 respondents, while
nine respondents disagreed with the statement, 2 respondents thought the same, and one
respondent was not sure.

Table 4.1.11: Do you believe that women have physical limitations that make them less
competent than men in sports or jobs that require physical strength? If yes, why?

20
 Next, for the question Do you believe that women have physical limitations that make
them less competent than men in sports or jobs that require physical strength, each
respondent answered agree and disagree ie 25 respondents agreed while 25 respondents
disagreed.

5.0 ANALYSIS 

5.1 The Role of Neoliberalism in Women, Gender, and Development: Exploring Men's
Perception of Leadership Among Female Students.
In the realm of women, gender, and development, various theories offer insights into
understanding the dynamics of gender roles, inequalities, and perceptions. One such theory is
neoliberalism, which focuses on market-based principles, limited government intervention,
and individual liberties. This essay explores the relevance of neoliberalism in examining
men's perception of leadership among female students and its implications for women's
empowerment and gender equality (Harvey, 2005). 
Neoliberalism emphasizes individual agency, promoting the idea that individuals have
the freedom to pursue their interests and maximize their potential in a free market system.
Within the context of leadership, neoliberalism suggests that men and women should have
equal opportunities to assume leadership positions based on their skills, qualifications, and
merit. Neoliberalism emphasizes the importance of competition and meritocracy, challenging
traditional gender roles and offering a framework that can potentially support women's
leadership aspirations (Foucault, 2008). 
One aspect of neoliberalism is the marketization of gender equality. Neoliberalism
argues that market forces can contribute to gender equality by rewarding individual talent and
merit, regardless of gender. In the context of men's perception of leadership among female
students, neoliberalism may highlight the importance of creating a level playing field in
educational institutions and workplaces, where women have equal access to leadership
positions. Neoliberalism suggests that gender biases should be challenged through fair
competition and evaluation based on individual capabilities (Harvey,2007). 
However, critics argue that neoliberalism may overlook the structural and systemic
barriers that hinder women's advancement in leadership roles. Neoliberal policies, such as
austerity measures and deregulation, can disproportionately impact marginalized groups,
including women, exacerbating gender inequalities. Neoliberalism's focus on individualism

21
and market forces may neglect the need for collective action, social support systems, and
policies that address the root causes of gender disparities (Mirowski, 2013). 
Another important consideration is the intersectionality of gender with other social
identities, such as race, class, and ethnicity. Neoliberalism's emphasis on individual agency
may overlook the unique challenges faced by women from diverse backgrounds.
Intersectional feminist perspectives argue that gender inequalities are interconnected with
other forms of oppression, requiring a more nuanced understanding of power structures and
systemic barriers. 
While neoliberalism offers insights into individual agency, market-based principles,
and the potential for gender equality, its limitations should be acknowledged. Neoliberalism
can provide a framework for understanding men's perception of leadership among female
students, emphasizing fair competition and equal opportunities. However, it is crucial to
critically examine the systemic barriers and structural inequalities that impact women's access
to leadership roles. Intersectional feminist perspectives can complement and expand the
analysis by highlighting the complex interplay of gender with other social identities. 
In summary, the theory of neoliberalism offers a lens through which to explore men's
perception of leadership among female students within the context of women, gender, and
development. However, a comprehensive understanding of gender inequalities and women's
empowerment requires a holistic approach that considers intersectionality and addresses the
broader systemic factors that shape gender dynamics in society. 

5.2 Analysis data 

No. Question statement  Scale 
1 2 3 4 5
5.  Women are less capable than men in 8 11 13 14 4
decision making 
6.  Women lack assertiveness and 10 12 12 9 7
confidence in leadership 
7.  Women are more emotional and less 7 9 8 12 14
rational as leaders 
8.   Women are unable to handle high- 8 9 8 15 10
pressure situations effectively 
*Note: 1- Very dissatisfied, 2- Not satisfied, 3-neutral, 4- Satisfied, 5- Very satisfied 

22
 Table 5.2.1 the biases, stereotypes, or preconceived notions that men may hold about
women's abilities in leadership roles.
  
In the context of gender and leadership, biases and stereotypes can significantly
influence how individuals perceive women's abilities in leadership roles. This analysis aims
to examine the biases, stereotypes, or preconceived notions that men may hold about
women's leadership abilities based on the provided data. The data comprises responses to
specific statements related to women's capabilities in decision making, assertiveness,
emotional intelligence, and handling high-pressure situations. 
Biases in Decision Making: 
 Regarding the statement "Women are less capable than men in decision making," the
data reveals that 8 respondents expressed being very dissatisfied, 11 respondents were not
satisfied, 13 were neutral, 14 were satisfied, and 4 were very satisfied. These responses
suggest a prevalent bias among the participants, with a significant portion indicating a belief
that women are less capable than men in decision making. This bias assumes that women
may lack the skills or qualities necessary for effective decision-making in leadership roles. 
Stereotypes of Assertiveness and Confidence:  
The second statement, "Women lack assertiveness and confidence in leadership,"
elicited responses from 10 respondents indicating they were very dissatisfied, 12 were not
satisfied, 12 were neutral, 9 were satisfied, and 7 were very satisfied. These findings reflect a
common stereotype that women lack assertiveness and confidence when assuming leadership
positions. This stereotype suggests a perception that women may struggle to assert
themselves and make their voices heard in decision-making processes. 
Perceptions of Emotional Intelligence: 
 Regarding the statement "Women are more emotional and less rational as leaders,"
the data indicates that 7 respondents were very dissatisfied, 9 were not satisfied, 8 were
neutral, 12 were satisfied, and 14 were very satisfied. These responses highlight the existence
of a bias that perceives women as being more emotional and less rational as leaders. This
stereotype assumes that women may allow their emotions to influence their decision-making
processes, potentially compromising their ability to lead effectively. 
Handling High-Pressure Situations: 
 The final statement, "Women are unable to handle high-pressure situations
effectively," received responses from 8 respondents indicating they were very dissatisfied, 9
were not satisfied, 8 were neutral, 15 were satisfied, and 10 were very satisfied. These
23
responses reveal a bias suggesting that women may struggle to handle high-pressure
situations effectively. This bias assumes that women may be more prone to succumbing to
pressure, which could hinder their ability to lead under challenging circumstances. 
Neoliberalism, as a theory, emphasizes individualism, free markets, and the removal of
barriers to economic and social progress. In the context of gender and leadership,
neoliberalism supports equal opportunities and the removal of gender-based restrictions,
aiming for a meritocratic system where individuals can succeed based on their skills and
qualifications rather than their gender. 
However, the biases and stereotypes revealed in the data reflect a misalignment with
the principles of neoliberalism. They demonstrate persistent gender-based prejudices that
hinder women's advancement in leadership roles. Neoliberalism seeks to dismantle such
biases by promoting equal opportunities for all individuals, irrespective of their gender. 
The analysis of the data highlights the existence of biases and stereotypes regarding
women's leadership abilities held by men. These biases and stereotypes suggest a perception
that women may be less capable in decision making, lack assertiveness and confidence, be
more emotional and less rational as leaders, and struggle to handle high-pressure situations
effectively. Such biases are inconsistent with the principles of neoliberalism, which advocate
for equal opportunities and the removal of gender-based barriers in leadership roles.
Recognizing and challenging these biases is essential to fostering a more inclusive and
equitable society, where women have equal opportunities to thrive and excel in leadership
positions. 

5.2.2 Media and popular culture usually presents men as leaders and female as assistant.
Does this cause a lack of women s leaders at university? 
In this section, the researchers have asked the respondents a subjective question. The
question is Media and popular culture usually present men as leaders and females as
assistants? Does this cause a lack of women s leaders at university? This question is related to
the theory that neoliberalism we used in creating this method of study. In this context can be
seen the connection between the question we have made and the theory of neoliberalism from
the angle of the dissemination of gender stereotypes and biases can be attributed to the
appearance of men as leaders and women as helpers in media and popular culture. The
underrepresentation of women in leadership roles, including at universities, can be affected
by this in several ways. Individualism, free markets, and minimal government involvement
are key tenets of the economic and political ideology known as neoliberalism. Neoliberalism
24
largely focuses on economic policy, but it also affects how power and authority are dispersed
in society on a larger scale. Neoliberalism's emphasis on individualism and free markets has
the potential to reinforce existing power structures and disparities. Neoliberal values have an
impact on popular culture and the media, which frequently promote gender stereotypes and
place women in inferior roles. In addition, the neoliberal emphasis on competition and
personal achievement may put obstacles in the way of women seeking leadership roles.
Systemic issues that women may encounter at academic institutions include gender bias,
unequal chances, and a lack of encouraging policies and frameworks. These issues may
obstruct their progress and play a part in the underrepresentation of women in university
leadership positions. The underrepresentation of women in leadership roles and gender
inequality must be acknowledged as complex concerns driven by variables other than
neoliberalism, such as cultural norms, historical backgrounds, and institutional biases.
However, the neoliberal ideals that govern popular culture and the media can exacerbate
these discrepancies by promoting gender stereotypes and obstructing the visibility of women
in leadership roles. A comprehensive strategy is needed to address these problems, one that
includes questioning cultural norms, advancing gender equality, putting in place inclusive
legislation, and creating a welcoming atmosphere for women to lead in all spheres, including
academics. This can be seen in the data analyzed by the researchers through records taken
among male students at University Malaysia Sarawak (UNIMAS) showing 44% said YES
that Media and popular culture usually present men as leaders and females as assistants. Does
this cause a lack of women s leaders at university?  

5.2.3 Have you worked with female students as a leader? Are you satisfied with the
leadership?  
In this selection, the question Have you worked with female students as a leader? Are
you satisfied with the leadership? is this question neoliberalism frequently places more
emphasis on personal success and individual accomplishments than it does on leadership.
According to this view, leadership effectiveness can be evaluated based solely on an
individual's competence and achievement. According to neoliberalism theory, effective
leaders, regardless of gender, should be given the same respect. Gender should not be a factor
in assessing leadership satisfaction. It's critical to keep in mind, though, that neoliberalism
alone cannot address the larger obstacles and injustices faced by women in obtaining
leadership roles. Women's capacity to hold leadership positions may be impacted by variables
like gender bias, opportunity disparity, and unequal power structures. Neoliberalism-related
25
interpretations of the topic may involve evaluating each person on their own without
considering social and structural elements that go beyond the theory. As a result, when the
idea of neoliberalism is applied to this issue, it emphasizes the significance of viewing
leadership as a personal accomplishment and doing so without making a distinction between
boys and girls. It's crucial to understand that other variables, such as gender bias and a lack of
opportunities, may limit women's access to leadership roles and impact how satisfied they
feel about their leadership. Additionally, neoliberalism alone should not be the sole focus of
the analysis of leadership and satisfaction. A broad awareness of a larger range of theories
and social situations is required for a thorough evaluation of leadership and fulfillment. This
can be attributed to the respondents' answers collected through data recorded from UNIMAS
students. Where the data shows that 38% answered that they were very satisfied with the
leadership that female students showed when working together on a project.  

5.2.4 According to your experience, have you observed or encountered bias and
discrimination towards female bosses in your university/student environment?  
In this case, the researchers can analyze how the theory of neoliberalism might apply
to the issue. Neoliberalism, which places a strong focus on individualism, meritocracy, and
market-driven outcomes, contends that success and leadership roles should be decided based
on each person's skills and qualifications, independent of gender. In this context, it is possible
to observe how bias or discrimination against female bosses runs counter to neoliberal ideals.
It's crucial to note that neoliberalism has faced criticism as a theory because of its propensity
to reinforce existing power disparities and inequities. While promoting equal chances, the
emphasis on individualism and market competition may not entirely address the structural
and systemic obstacles that women experience in obtaining leadership roles. As societal
norms, cultural prejudices, and institutional inequities can affect individual perceptions and
decisions, gender biases and discrimination can endure under neoliberal systems. These
elements may play a role in unequal opportunities, prejudices in hiring or promotion
procedures, and a lack of encouragement or respect for female leaders. Neoliberalism's
principles and broader societal and institutional elements that influence gender dynamics
should both be considered to fully understand bias and discrimination against female bosses
within the context of neoliberalism. Examining the impact of cultural norms, gender
stereotypes, and the existence or absence of laws and regulations promoting inclusiveness
and equality of gender in leadership positions are all part of this. Through the data analyzed
by the researchers through the records of male respondents among students, it is shown that
26
as many as 44% have shown that they are indeed a tendency and discrimination towards
women in the student environment. 

5.2.5 What are specific challenges and barriers do women face in leadership roles due to
male perceptions? 
The specific challenges and barriers that women face in leadership roles due to the
perception of men are widespread and significant. The collected data shed light on the stark
reality that women continue to encounter various obstacles and biases in their professional
journey. One important challenge reported by 16% of respondents was the limited access to
leadership and promotion opportunities. This unfortunate reality underscores the persistent
glass ceiling that many women encounter, preventing them from advancing in their careers
and attaining higher positions of power. Such limitations are often rooted in traditional
gender norms and unfair biases in favor of male candidates, making it challenging for women
to dismantle barriers that impede their progress. 
Another disheartening finding was the absence of support and guidance from male
colleagues, as indicated by 14% of respondents. This lack of support can be immensely
frustrating for women as they navigate the intricacies of leadership roles. Guidance and
mentorship from experienced colleagues play a vital role in nurturing leadership skills and
providing valuable insights into the organizational landscape. The emphasis of neoliberalism
on competition and market-driven values can foster a hyper-competitive work environment
that disproportionately affects women. The pressure to constantly prove oneself and
outperform others can have a particularly adverse impact on women, who often contend with
additional responsibilities and expectations due to gender roles and societal norms.
Consequently, this can result in restricted access to leadership opportunities and a dearth of
support and mentorship, as highlighted by the data. 
Negative assumptions about women's competence and abilities emerged as a
prevalent challenge, as highlighted by 36% of respondents. The emphasis of neoliberalism on
individual responsibility and self-reliance can overlook the structural and systemic barriers
that women encounter. The notion that success is solely determined by individual endeavors
and aptitude can obscure the inequality and broader societal tendencies that impede women's
prospects for leadership. This can result in the widespread dismissal of gender-based
discrimination and the distinct hurdles that women face in navigating leadership roles. Such
assumptions, often rooted in gender bias, unjustly cast doubt on women's aptitude as leaders. 

27
 Moreover, 12% of respondents reported gender-based stereotypes that adversely
impact women's credibility as leaders. These stereotypes confine women to narrow roles,
portraying them as excessively emotional, indecisive, or lacking assertiveness. Such biases
not only undermine women's self-confidence but also impede their ability to lead effectively.
Addressing these deeply ingrained stereotypes necessitates a concerted effort to challenge
and dismantle gender biases that hinder progress towards achieving gender equality. 
It is crucial to emphasize that 22% of respondents recognize that women encounter all
the challenges and barriers in leadership roles. This data underscores the intricate web of
biases and obstacles that women must navigate, underscoring the interconnected nature of
gender-based discrimination. Whether experienced individually or collectively, these
challenges underscore the pressing need to address gender inequality and cultivate an
environment that promotes equitable opportunities for women in leadership. 

5.2.6 Do you agree that men's perceptions of women's leadership can influence women's
involvement and participation in organizational decision-making processes? If yes, give your
reasons. 
In neoliberal theory, individual agency and market dynamics are emphasized as key
drivers of outcomes, including leadership roles. However, societal norms and biases can
shape individuals' perceptions and influence their actions within the market context. This
includes the perceptions that men hold about women's leadership abilities and suitability for
decision-making positions. 
For example, if male colleagues or superiors hold negative assumptions about
women's competence and abilities as leaders, they may be less likely to consider women for
key decision-making roles or may question their capabilities. This can limit women's
opportunities for meaningful participation in organizational decision-making processes,
hindering their advancement and contribution to the organization. 
Furthermore, if gender-based stereotypes are prevalent within a neoliberal market
context, women may face additional challenges in establishing their credibility as leaders.
These stereotypes, such as associating assertiveness or decisiveness with masculinity, can
undermine women's authority and hinder their ability to effectively participate in decision-
making processes. 
In neoliberal theory, it is often argued that a level playing field and equal
opportunities should enable individuals to succeed based on merit. However, the influence of
men's perceptions on women's involvement in decision-making processes demonstrates that
28
systemic biases and social norms can persist, impacting women's access to leadership roles
and their ability to fully participate and contribute. 
Therefore, while neoliberalism may emphasize individual agency and market
dynamics, it is important to recognize and address the influence of men's perceptions on
women's involvement in organizational decision-making. Promoting diversity, challenging
stereotypes, and creating inclusive environments are essential steps towards achieving gender
equality in leadership within a neoliberal framework. 
5.2.7 In your opinion, men you believe that women face more challenges in leadership
roles compared to men?  
In the neo-liberalism, the recognition that women face greater challenges in leadership
roles compared to men may not be readily acknowledged. Neoliberal theory highlights the
importance of individual agency, free markets, and limited government intervention in
shaping outcomes, including those in leadership positions. According to neoliberal principles,
individuals are accountable for their own success and progress. In this context, the difficulties
encountered by women in leadership roles may be attributed to individual factors such as
their skills, qualifications, and personal choices, rather than systemic barriers or
discrimination. Neoliberalism strongly promotes meritocracy, implying that if women face
challenges, it is because they may need to enhance their skills or adapt to the demands of the
market. 
Moreover, within the neoliberal concept, the idea of a "level playing field" is often
emphasized. It is argued that if women have equal opportunities and access to education,
resources, and market competition, they should be capable of overcoming any challenges
they encounter in leadership roles. Neoliberal theory may view the gender disparities in
leadership as a reflection of individual choices and market dynamics, rather than systemic
bias or discrimination.  
However, it is crucial to recognize that the application of neoliberal principles to
gender disparities in leadership can oversimplify the complex social, cultural, and structural
factors that contribute to these disparities. Critics of neoliberalism argue that it tends to
overlook the role of power dynamics, societal norms, and institutional biases that perpetuate
gender inequalities. 
In conclusion, while neoliberalism may not explicitly acknowledge that women face
greater challenges in leadership roles compared to men, it does emphasize individual agency
and the belief that a competitive market can facilitate upward mobility for all individuals.
Nonetheless, it is important to critically analyze and consider other socio-political theories
29
and frameworks that highlight the multifaceted nature of gender disparities and the necessity
for systemic interventions to achieve gender equality in leadership. 
  
5.2.8 Do you believe that women have physical limitations that make them less competent
than men in sports or jobs that require physical strength? If yes, why?  
According to neoliberal principles, anyone, regardless of gender, should have the
opportunity to compete and succeed based on their merits within a competitive market.
Neoliberal theory promotes the idea that leadership positions should be filled by individuals
who demonstrate the necessary skills, expertise, and competencies, regardless of their
gender.  
An example that illustrates this is the increasing number of women assuming
leadership roles in various sectors, including business, politics, and academia. Neoliberalism
acknowledges the importance of diverse perspectives and talent in driving innovation,
growth, and success in organizations and societies. Many studies have shown that gender-
diverse leadership teams can enhance decision-making, problem-solving, and overall
organizational performance. 
While women have historically faced systemic barriers and biases that limited their
access to leadership positions, neoliberalism seeks to dismantle such barriers and provide
equal opportunities for all individuals to pursue leadership roles. By creating an environment
that values merit and competence, neoliberalism aims to empower women and foster their
participation in leadership positions. 
However, it is essential to recognize that the application of neoliberal principles alone
may not address all the complex factors that contribute to gender disparities in leadership.
Societal norms, biases, and structural inequalities can still pose challenges for women in
leadership roles. Critiques of neoliberalism argue that it may overlook the role of power
dynamics, institutional biases, and societal expectations that perpetuate gender inequalities. 
In conclusion, within a neoliberal framework, the belief that women have inherent
physical limitations that make them less competent as leaders is not supported. Neoliberalism
emphasizes equal opportunities, meritocracy, and the evaluation of individuals based on their
skills and qualifications. However, it is important to consider other socio-political theories
and frameworks that address the broader systemic factors contributing to gender disparities in
leadership and work towards creating more inclusive and equitable environments. 
 

30
 6.0 DISCUSSION

In this study, our objective was to investigate the impact of male perceptions on
women's leadership roles and draw general conclusions based on the analysis of the collected
data. The findings provide valuable insights into the biases and challenges that women face in
leadership positions and highlight the need for promoting gender equality in organizations. 
The analysis of the study data revealed several significant findings that shed light on
the prevalent biases and their implications for women's advancement in leadership roles.
Firstly, it became evident that biases and stereotypes persist in male perceptions of women's
leadership abilities. Men often perceive women as less capable in decision-making, lacking
assertiveness and confidence, and struggling to handle high-pressure situations effectively.
These biases, deeply ingrained in societal norms, pose substantial obstacles to women's
progress in leadership roles. 
These biases and stereotypes are inconsistent with the principles of neoliberalism,
which advocate for equal opportunities and the removal of gender-based barriers. By
perpetuating gender stereotypes and limiting women's access to leadership positions, these
biases hinder the achievement of gender equality in organizational settings. It is essential to
challenge and overcome these biases to create an environment that promotes equal
opportunities for all individuals, regardless of their gender. 
Another noteworthy finding is the influence of media and popular culture on shaping
male perceptions. Media often portrays men as leaders and women as assistants, reinforcing
gender stereotypes and limiting women's aspirations for leadership roles. Addressing this
issue is crucial for promoting gender equality and dismantling restrictive gender norms.
Organizations should work towards more diverse and accurate representations of gender in
media and encourage positive role models for women in leadership positions. 
Moreover, men's perceptions of women's leadership abilities have a direct impact on
women's involvement and participation in decision-making processes. Negative assumptions
about women's competence and credibility, along with gender-based stereotypes, limit
women's opportunities to contribute meaningfully to organizational decision-making.
Creating inclusive environments that challenge biases and promote equal participation is
essential for achieving gender balance in leadership roles. This can be achieved through
measures such as diversity training, mentorship programs, and the establishment of inclusive
policies and practices. 

31
 The study also highlighted the specific challenges and barriers faced by women in
leadership positions due to male perceptions. Limited access to leadership and promotion
opportunities, lack of support and guidance from male colleagues, negative assumptions
about competence and abilities, and gender-based stereotypes all contribute to these hurdles.
Addressing these challenges requires a multifaceted approach that involves raising
awareness, providing mentorship and support, and implementing policies that promote
diversity and inclusion. Organizations should foster a culture that values and respects the
contributions of women leaders and actively supports their advancement. 
In conclusion, the findings of this study underscore the importance of challenging and
dismantling biases regarding women's leadership abilities. By recognizing the impact of male
perceptions and taking proactive measures to promote gender equality, organizations can
create inclusive environments that provide equal opportunities for women to thrive in
leadership roles. Achieving this goal will not only benefit women but also contribute to the
overall success and effectiveness of organizations in a rapidly evolving global landscape. 
To create a sustainable future where gender equality is the norm, it is crucial for
organizations to prioritize diversity, challenge biases, and foster inclusive leadership
practices. By doing so, we can create a world where women have equal opportunities to lead
and contribute their unique perspectives and talents to drive positive change. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
  

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APPENDIX

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38