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  • March 2020
  • Article

Explaining the Persistence of Gender Inequality: The Work-family Narrative as a Social Defense Against 24/7 Work Culture

By: Irene Padavic, Robin J. Ely and Erin M. Reid
It is widely accepted that the conflict between women’s family obligations and professional jobs’ long hours lies at the heart of their stalled advancement. Yet research suggests that this “work-family narrative” is incomplete: men also experience it and nevertheless... View Details
Keywords: 24/7 Work Culture; Hegemonic Narrative; Social Defense; Work-family Conflict; Systems-psychodynamic Theory; Work-Life Balance; Personal Development and Career; Gender; Equality and Inequality; Organizational Culture
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Padavic, Irene, Robin J. Ely, and Erin M. Reid. "Explaining the Persistence of Gender Inequality: The Work-family Narrative as a Social Defense Against 24/7 Work Culture." Administrative Science Quarterly 65, no. 1 (March 2020): 61–111. (Winner, Rosabeth Moss Kanter Award for Excellence in Work-Family Research, 2021. Runner-up, Financial Times Responsible Business Education Award, Academic Research with Impact, 2021.)
  • 2016
  • Working Paper

Explaining the Persistence of Gender Inequality: The Work-Family Narrative as a Social Defense Against the 24/7 Work Culture

By: Irene Padavic, Robin J. Ely and Erin M. Reid
It is widely accepted that the conflict women experience between family obligations and professional jobs’ long hours lies at the heart of their stalled advancement. Yet research suggests that this “work-family narrative” is partial at best: men, too, experience... View Details
Keywords: 24/7 Work Culture; Hegemonic Narrative; Social Defense; Work-family Conflict; Systems Psychodynamic Theory; Work-Life Balance; Personal Development and Career; Gender; Equality and Inequality; Organizational Culture
Citation
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Related
Padavic, Irene, Robin J. Ely, and Erin M. Reid. "Explaining the Persistence of Gender Inequality: The Work-Family Narrative as a Social Defense Against the 24/7 Work Culture." Harvard Business School Working Paper, No. 17-038, October 2016.
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