The Interactive Effects of Perceived Expertise, Team Identification, and Dyadic Gender Composition on Task-Related Helping Behavior in Project Teams

Abstract

The current study examines the asymmetric effects of dyadic gender composition on the provision of task-related helping behaviors in project teams. We collected 428 observations of dyadic task-related helping behaviors from 149 students in 31 project teams. We tested our hypotheses using a multilevel cross-classified model in which each member interacts with all other members of the project team. The findings indicate an asymmetric pattern of the effects of dyadic gender composition on task-related help contingent on members’ perceived expertise and team identification. The results show that women are more likely to provide task-related help to men peers when women’s perceived expertise is h..