3.  Historical Point of View
 Stereotypes and Discrimination
 Communication Styles
 Power in the Workplace
 Laws Regarding the Workplace and
Enforcement
 Career Theories
 Workplace Programs
 Role of the Counselor

4.  “Before the Industrial Revolution, both men
and women worked, not for wages, but for
family survival and maintenance. In this
context, men and women were considered
partners. However, with the occurrence of
the Industrial Revolution, labor was divided
into a male work sphere that was paid,
public, and external to the family and a
female family sphere that was unpaid and
private” (Cleveland, Stockdale, & Murphy,
2000, p. 6).

6.  “With the onset of WWII, women
increased their presence in such fields as
teaching, nursing, and clothing
manufacture. Additionally, women
entered lumber mills, auto and aircraft
factories, electrical and munitions
industries, and telephone operation….
Once the war was over, women
returned to more female-dominated
work”(Cleveland et. al., 2000, p. 8)

7. "By 1985, men provided the sole income in less than 15% of U.S.
households." (Cleveland, et. al., 2000, p. 10)

8.  “Studies show that women are often
stereotyped as the ones who “take
care” while men are stereotyped as the
ones who “take charge,” the latter
being a notion more connected to
prerequisite behaviors for top-level job
positions” (Brantner, 2006).

9. ex-role spillover refers to the carryover of
gender-based expectations about
behavior into the workplace. When women
are outnumbered by men, as in a
traditionally masculine occupations, they
tend to "stick out" and to be seen as
women rather than as workers (Stockdale,
Visio, & Batra, 1999, p. 638).

10. Gender stereotyping, one of the key
barriers to women’s advancement in
corporate leadership, leaves women with
limited, conflicting and often unfavorable
options no matter how they choose to
lead.” (Bobinski, 2011)

11. Women are relatively well represented in
lower and midlevel management positions
in American and European organizations
but are woefully underrepresented in top
level executive positions " (Cleveland et.
al., 2000, p. 146)

12.  The Glass Ceiling- women can only get
so far in executive level careers
 "Women comprise only 15.4 percent of
corporate officers in Fortune 500
companies" (Nixdorff & Rosen, 2010)

14.  An interesting question is whether women who use strong
influence tactics are equally disliked or whether they are
more disliked than men who use such tactics. Well-known
female leaders such as Hillary Rodham Clinton and Margaret
Thatcher have been heavily criticized for their use of direct,
assertive influence strategies. Thatcher, for example, who is
not known for her feminist tendencies, has had her share of
thinly disguised hostile comments on her style and tactics of
influence. When she received the following backhanded
compliment from a Labour Party official (the opposing
political group), "May I congratulate you on being the only
man on your team," she replied, "That's one more than you've
got on yours!" (Cleveland, et. al., p. 140)

15.  “Once obtained, men's strong use of power may
provide yet another barrier for women. Because of
the metamorphic effects of power, women, who
are more likely to be in powerless positions
compared to men, may be perceived as weak,
ineffective, and unable to influence others.
Indeed, decades of stereotyping research…shows
that given no specific information to the contrary,
women are perceived to be weak, dependent,
passive, and unmanagerial” (Cleveland et. al.,
2000, p. 147)

17.  The Equal Pay Act of 1963 represents one
of the first post-World War II attempts to
address gender discrimination in the
workplace. The act forbids paying men
and women different rates for "equal
work on jobs the performance of which
requires equal skill, effort, and
responsibility, and which are performed
under similar working conditions."

18.  The Civil Rights Act of 1964 states that it is
illegal for an employer to "fail to hire or
discharge an individual, or to
discriminate with respect to
compensation, terms, conditions, or
privileges of employment because of
such individual's race, color, gender,
religion or national origin."

19.  The U.S. Equal Employment Opportunity
Commission enforces Federal laws
prohibiting employment discrimination.
These laws protect employees and job
applicants against employment
discrimination when it involves:

20.  Unfair treatment because of race, color,
religion, sex (including pregnancy),
national origin, age (40 or older),
disability or genetic information.
 Harassment by managers, co-workers, or
others in the workplace, because of
race, color, religion, sex (including
pregnancy), national origin, age (40 or
older), disability or genetic information.

21.  Denial of a reasonable workplace
accommodation that the employee
needs because of religious beliefs or
disability.
 Retaliation because the employee
complained about job discrimination, or
assisted with a job discrimination
investigation or lawsuit.

22.  The FMLA entitles eligible employees of
covered employers to take unpaid, job-
protected leave for specified family and
medical reasons with continuation of
group health insurance coverage under
the same terms and conditions as if the
employee had not taken leave. Eligible
employees are entitled to:

23.  Twelve workweeks of leave in a 12-
month period for:
› the birth of a child and to care for the
newborn child within one year of birth;
› the placement with the employee of a child
for adoption or foster care and to care for
the newly placed child within one year of
placement;

24. › to care for the employee’s spouse, child, or
parent who has a serious health condition;
› a serious health condition that makes the
employee unable to perform the essential
functions of his or her job;
› any qualifying exigency arising out of the
fact that the employee’s spouse, son,
daughter, or parent is a covered military
member on “covered active duty;” or

25.  “Although career development theories
can contribute to our understanding of
women's career development, these
theories may not fully explain this
process. …career-development models
have emphasized men's aspirations and
accomplishments and are based on
nearly exclusively male samples”
(Cleveland, et. al. , 2000, p. 259)

26.  Studies show that "marital status,
ethnicity, socioeconomic status, and
career choice directly affect the career
development of women." (Gibbons,
Woodside, Hannon, Sweeney & Davison,
2011)

27.  Donald Super classified career development for
women:
› Stable
› Homemaking
› Conventional
› Stable working
› Double track
› Interrupted
› Unstable
› Multiple Trial
*as cited in http://freedownload.is/ppt/career-counseling-with-special-populations-26534871.html

28.  Ginzberg noted three lifestyle
dimensions:
› Traditional (homemaker oriented)
› Transitional (more emphasis on home than
on work)
› Innovative (equal emphasis on job and
home)
 Gottfredson’s theory addresses the fact
that men and women tend to differ in
their occupational aspirations

29.  Sexual Harassment training is mandatory
in California
› all California employers with 50 or more
employees
› must provide two hours of sexual harassment
prevention training to their supervisors and
managers
› every two years, starting in 2005
("Harassment training regulations," 2007)

30.  “Affirmative action” means positive steps
taken to increase the representation of
women and minorities in areas of
employment, education, and business
from which they have been historically
excluded. When those steps involve
preferential selection—selection on the
basis of race, gender, or ethnicity—
affirmative action generates intense
controversy” (Fullinwider, 2011).

31.  “Diversity programs may espouse high
ideals around gender parity, but unless
these programs incite male leaders to
action, unconscious bias and hidden
mindsets will hold back women from
participating fully in the corporate world,
says Gary Namie, senior consultant at
Work Doctor and author of The Bully-Free
Workplace” (Mannino, 2012).

32.  "A woman might enter the workforce to
satisfy survival, pleasure, and contribution
needs. However, this employment outside
of the home is in addition to, rather than
instead of, work in the home" (Nevill, 1997)

33.  “A career counselor can also help the
client investigate her outcome
expectations and goals when her roles
interplay in the work-family interaction.
Outcome expectations provide the
counselor with insight into the client's
estimate of the probability of an
outcome” (Slan-Jerusalim & Chen, 2009)

34.  Educate client of the laws
 Assist in evaluating the balance of being
a working woman
 Salience Inventory:
› “help the client and counselor gain a better
understanding of the woman's participation
in, commitment to, and values expectations
for major life roles, which could provide the
basis for an intervention” (Slan-Jerusalim &
Chen, 2009)

35.  Assist in the examination of:
› multiple roles of women
› clarifying personal beliefs and values
› help to prioritize time and energy (Slan-
Jerusalim & Chen, 2009)
 Inform of workplace rights
 Encourage a support network

36.  Bobinski, D. (2011, July 24). Retrieved from
http://www.workplace-excellence.com/gender-
stereotypes-in-the-workplace-are-far-from-healthy-yet- they-
persist/
 Brantner, P. (2006, December 1). Gender stereotyping in the
workplace and the discrimination it creates. Retrieved
from http://www.todaysworkplace.org
/2006/12/01/gender-stereotyping-in-the-workplace-and-
the-discrimination-it-creates-danica-dodds/
 Cleveland, J. N., Stockdale, M., & Murphy, K. R. (2000).
Women and Men in Organizations Sex and Gender Issues
at Work. Mahwah, NJ: Lawrence Erlbaum Associates.
Retrieved June 23, 2012, from Questia database:
http://www.questia.com/PM.qst?a=o&d=24471461

37.  Fair Employment and Housing Commission, (2007). Harassment training
regulations. Retrieved from website:
http://www.fehc.ca.gov/act/harass.asp
 Fullinwider, Robert, "Affirmative Action", The Stanford Encyclopedia of
Philosophy (Winter 2011 Edition), Edward N. Zalta (ed.), URL =
<http://plato.stanford.edu/archives/win2011/entries/affir
mative-action/>.
 Gibbons, M. M., Woodside, M., Hannon, C., Sweeney, J. R., &
Davison, J. (2011). The Lived Experience of Work and Career:
Women Whose Parents Lack Postsecondary Education. The Career
Development Quarterly, 59(4), 315+. Retrieved June 23, 2012, from
Questia database: http://www.questia.com/PM.qst?
a=o&d=5049737221
 Mannino, B. (2012, June 12). Men's role in breaking gender
stereotypes in the workplace read more:
http://www.foxbusiness.com/personal-finance/2012/06/12/men- role-in-
breaking-gender-stereotypes-in-workplace/

38.  Nevill, D. D. (1997). The Development of Career Development Theory.
The Career Development Quarterly, 45(3), 288+. Retrieved June 23,
2012, from Questia database:
http://www.questia.com/PM.qst?a=o&d=5037622138
 Nixdorff, J. L., & Rosen, T. H. (2010). The Glass Ceiling Women Face: an
Examination and Proposals for Development of Future Women
Entrepreneurs. New England Journal of Entrepreneurship, 13(2), 71+.
Retrieved June 23, 2012, from Questia database:
http://www.questia.com/PM.qst?a=o&d=5048267346
 Slan-Jerusalim, R., & Chen, C. P. (2009). Work-Family Conflict and Career
Development Theories: A Search for Helping Strategies. Journal of
Counseling and Development, 87(4), 492+. Retrieved June 23, 2012,
from Questia database: http://www.questia.com/PM.qst?
a=o&d=5033047626
 Stockdale, M. S., Visio, M., & Batra, L. (1999). The sexual harassment of
men: Evidence for a broader theory of sexual harassment and sex
discrimination. Psychology, Public Policy, And Law, 5(3), 630-664.
doi:10.1037/1076-8971.5.3.630