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Women represent just less than 50% of undergraduate business graduates and 36% of MBA graduates. Despite their strong presence in management education programs, women are noticeably absent from business case studies—a key pedagogical tool for instruction within management education programs worldwide. While case studies inform students about business processes, decision making, strategy, and leadership and management challenges, they also promote unintentional learning about gender. We argue that case studies contain a “hidden curriculum” that presents and reinforces implicit assumptions and stereotypes about women’s fitness to lead. Using NVivo 11 software to analyze the content of written cases, we examine the presence, absence, and representation of female and male protagonists in a sample of business cases published by a large business school case publisher. The findings offer comparative insights into the proportion of cases featuring female protagonists, the representation of women and men in leadership roles, and the characterizations of the female and male protagonists. Women protagonists were absent in more than 80% of cases, and when present, were portrayed as less visionary, risk taking, agentic, certain, and more emotional, cautious, and quality and detail oriented than men.

Students often express surprise at their grades on papers. This gap between expectation andachievement may stem in part from lack of facility with revision strategies. How, then, can teacherswork with their students to foster more effective revisions? This question in teaching and learninghas inspired an interdisciplinary collaboration: one of us is a management and leadership professor(Sharen), and the other is an English/communication professor (Feltham). In this essay, we describea research study from winter 2013 in which we explored how a series of interventions improvedstudents’ mindsets about the process of drafting and revising reports for a second-year-universitycourse entitled “Women and Leadership.” After outlining key aspects of this study that we feel are ofgeneral interest, we then present a series of reflective suggestions about how to teach revision derivedfrom both our experiences and a selective survey of the literature on both revision and self-regulation.