Examinando por Autor "Cifre Gallego, Eva"

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    Diversity science in action: examining the effectiveness of a pilot leadership intervention for young women via the PETRAS program
    (Springer, 2025-06-23) Cifre Gallego, Eva; Machín Rincón, Laritza; Segovia Pérez, Mónica; Laguna Sánchez, Pilar; Gartzia Fernández, Leire
    Although gender is a critical factor in underrepresentation within various professional settings, it remains one of the least examined areas in diversity science. Today, many young women pursue higher education, with a substantial number studying fields directly related to business management. However, few attain leadership positions, facing both external and internal barriers that limit their advancement. This study aims to examine the effectiveness of a leadership intervention exclusively for young women before they fully participate in the labor market. All the programme (classroom sessions, mentorship) was adapted considering each participant diversity (sociocultural background, age, studies). We conducted a mixed methods research (MMR) intervention design at a public Spanish university, combining a quantitative evaluation design (quasi experimental design) with qualitative research, with both pre- and postintervention questionnaires and interviews and intervention (N = 18) and control (N = 20) groups. The results indicate a significant increase in the outcome variables (leader identity, self-efficacy, and self-perceived leadership skills) in the intervention group, with a group × time interaction for both leader identity and self-efficacy. Additionally, qualitative analyses of personal interviews reveal key factors that support these changes, such as a shift in participants’ understanding of expected leadership behaviours and styles, growing comfort with transformational leadership aligned with communal behaviours, increased awareness of personal strengths and values aiding in the design of their personal development projects, and the realisation that leadership skills can be learned. Moreover, the presence of social support from peers, teachers, and mentors provided a reflective and supportive environment for their growth. Finally, we discuss the practical implications of these results for future programs and society.