Published

2020-07-01

Leadership, Risk Taking, and Social Gender Roles Among Colombian Female Undergraduate Language Learners

Liderazgo, toma de riesgos y roles sociales de género entre mujeres colombianas estudiantes de un pregrado de idiomas

DOI:

https://doi.org/10.15446/profile.v22n2.82535

Keywords:

academic writing, gender, leadership, patriarchy, positioning, risk-taking, social gender roles (en)
escritura académica, género, liderazgo, patriarcado, posicionamiento, roles socialmente asignados por género, toma de riesgos (es)

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This case study sought to understand how 17 undergraduate students in the humanities and science, technology, engineering, and mathematics majors positioned themselves in terms of gender in relation to their leadership and risk-taking skills. For this study, I used students’ artifacts, semistructured interviews, and focus group discussions, which tied into the objectives of the Academic Writing for Professional Development course that the participants signed up for at a public university in Colombia. To analyze the data, I used aspects of the grounded theory method. The results revealed that the division of labor and social gender roles supersede the students’ initial positions. Because of this, women’s leadership and risk-taking abilities are invisible, an assertion which continues to perpetuate social gender roles, gender stereotypes, and the patriarchy.
Este estudio de caso exploró el modo como diecisiete estudiantes de pregrado en las humanidades y las ciencias, tecnología, ingeniería y matemáticas se posicionan en términos de género en relación con sus habilidades de liderazgo y la toma de riesgos. Se utilizaron artefactos estudiantiles, entrevistas semiestructuradas y discusiones en grupo alineados con los objetivos del curso “Escritura académica para fines profesionales”. El análisis de datos se basó en aspectos de la teoría fundamentada. Los resultados revelaron que la división de labores y los roles socialmente asignados por género opacan las posiciones iniciales de las estudiantes. Por esta razón, el liderazgo femenino y la toma de riesgos es invisibilizada, lo cual continúa perpetuando los roles socialmente asignados por género, los estereotipos y el patriarcado.

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How to Cite

APA

Peñaloza, A. C. (2020). Leadership, Risk Taking, and Social Gender Roles Among Colombian Female Undergraduate Language Learners. Profile: Issues in Teachers’ Professional Development, 22(2), 33–47. https://doi.org/10.15446/profile.v22n2.82535

ACM

[1]
Peñaloza, A.C. 2020. Leadership, Risk Taking, and Social Gender Roles Among Colombian Female Undergraduate Language Learners. Profile: Issues in Teachers’ Professional Development. 22, 2 (Jul. 2020), 33–47. DOI:https://doi.org/10.15446/profile.v22n2.82535.

ACS

(1)
Peñaloza, A. C. Leadership, Risk Taking, and Social Gender Roles Among Colombian Female Undergraduate Language Learners. Profile: Issues Teach. Prof. Dev. 2020, 22, 33-47.

ABNT

PEÑALOZA, A. C. Leadership, Risk Taking, and Social Gender Roles Among Colombian Female Undergraduate Language Learners. Profile: Issues in Teachers’ Professional Development, [S. l.], v. 22, n. 2, p. 33–47, 2020. DOI: 10.15446/profile.v22n2.82535. Disponível em: https://revistas.unal.edu.co/index.php/profile/article/view/82535. Acesso em: 22 mar. 2026.

Chicago

Peñaloza, Anna Carolina. 2020. “Leadership, Risk Taking, and Social Gender Roles Among Colombian Female Undergraduate Language Learners”. Profile: Issues in Teachers’ Professional Development 22 (2):33-47. https://doi.org/10.15446/profile.v22n2.82535.

Harvard

Peñaloza, A. C. (2020) “Leadership, Risk Taking, and Social Gender Roles Among Colombian Female Undergraduate Language Learners”, Profile: Issues in Teachers’ Professional Development, 22(2), pp. 33–47. doi: 10.15446/profile.v22n2.82535.

IEEE

[1]
A. C. Peñaloza, “Leadership, Risk Taking, and Social Gender Roles Among Colombian Female Undergraduate Language Learners”, Profile: Issues Teach. Prof. Dev., vol. 22, no. 2, pp. 33–47, Jul. 2020.

MLA

Peñaloza, A. C. “Leadership, Risk Taking, and Social Gender Roles Among Colombian Female Undergraduate Language Learners”. Profile: Issues in Teachers’ Professional Development, vol. 22, no. 2, July 2020, pp. 33-47, doi:10.15446/profile.v22n2.82535.

Turabian

Peñaloza, Anna Carolina. “Leadership, Risk Taking, and Social Gender Roles Among Colombian Female Undergraduate Language Learners”. Profile: Issues in Teachers’ Professional Development 22, no. 2 (July 1, 2020): 33–47. Accessed March 22, 2026. https://revistas.unal.edu.co/index.php/profile/article/view/82535.

Vancouver

1.
Peñaloza AC. Leadership, Risk Taking, and Social Gender Roles Among Colombian Female Undergraduate Language Learners. Profile: Issues Teach. Prof. Dev. [Internet]. 2020 Jul. 1 [cited 2026 Mar. 22];22(2):33-47. Available from: https://revistas.unal.edu.co/index.php/profile/article/view/82535

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CrossRef citations4

1. Bertha Ramos-Holguín. (2021). Comprehending Interculturality and its Future Directions in English Language Teaching and Teacher Education in the Colombian Context. HOW, 28(3), p.93. https://doi.org/10.19183/how.28.3.674.

2. Pedro C. Mellado-Moreno, Carmen Lacave, Ana I. Molina, Montserrat Blanco-Garcia. (2021). Gender differences in the perceptions of the educational process of undergraduate student teachers. 2021 XI International Conference on Virtual Campus (JICV). , p.1. https://doi.org/10.1109/JICV53222.2021.9600433.

3. Sixuan Wang, Junjun Muhamad Ramdani, Shuting (Alice) Sun, Priyanka Bose, Xuesong (Andy) Gao. (2026). Naming Research Participants in Qualitative Language Learning Research: Numbers, Pseudonyms, or Real Names?. Journal of Language, Identity & Education, 25(1), p.86. https://doi.org/10.1080/15348458.2023.2298737.

4. Daniel Alirio Cruz Bernal, Bertha Ramos-Holguín. (2024). Intercultural Practices in an EFL Classroom:. https://doi.org/10.19053/uptc.9789586609128.

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