Thursday, March 1, 2012

Selenium increase Diabetic risk?


From WebMD Health News

Selenium Supplements May Increase Risk for Type 2 Diabetes

Brenda Goodman, MA
 
 
February 28, 2012 — Taking selenium? You may not need to. There's new evidence to suggest that selenium supplements aren't necessary for most Americans. They may even cause harm.
And if you pop a daily multivitamin, as more than one-third of Americans do, check the label. Many multivitamin and mineral formulas contain selenium.
"It isn't always that more is better. More often, 'more' isn’t better. Really, in terms of selenium, that was one of the points I wanted to bring out," says researcher Margaret P. Rayman, DPhil, a biochemist at the University of Surrey in the U.K.
In a research review published in The Lancet, Rayman concludes that most Americans get enough selenium in their diets.
And a few studies included in the review suggest that taking more selenium in supplements may increase the risk for type 2 diabetes, though evidence is conflicting on that point.
Experts who were not involved in the study agree that most Americans shouldn’t be taking extra selenium.
"There is no evidence that selenium supplementation of the U.S. population would be helpful," says Raymond F. Burk, MD, a professor of medicine at Vanderbilt University in Nashville, Tenn.  
"In fact, there have been suggestions from recent work that it might be harmful, although this has not been conclusively proven. Thus, based on present knowledge I would not recommend selenium supplementation," says Burk, who studies the health effects of selenium.
How Much Selenium Do You Need?
Selenium is a naturally occurring trace mineral that is vital to good health. Low selenium has been linked to an increased risk of death and poor brain and immune function.
The government's recommended daily allowance for selenium is 55 micrograms for adults aged 19 and over. It is 60 micrograms daily for women who are pregnant and 70 micrograms for women who are breastfeeding.
Those levels aren't hard to reach. Thanks to selenium-rich soil throughout much of the country, most Americans get plenty of this essential mineral through meats and grains like corn and wheat.
"Your wheat that’s used to make bread has quite a lot more selenium in it than ours would in Europe," Rayman says.
In fact, studies show the average selenium intake for men in the U.S. is about 134 micrograms per day. And that’s a level that seems to be right on target for good overall health.
The U.S. Institute of Medicine has set a tolerable upper limit for selenium at 400 micrograms a day. Too much selenium can cause a condition called selenosis, which includes symptoms such as gastrointestinal upset, hair loss, white blotchy nails, garlic breath odor, fatigue, irritability, and mild nerve damage.
Selenium Supplements: Too Much of a Good Thing?
Hoping that more selenium might add up to even better health, researchers have tested supplements to see if they might boost immune function, brain health, and fertility, and ward off cancer and heart disease and stroke risk.
The review found that for people who have low selenium levels, taking supplements sometimes helps.
One study of adults in the U.K. who had low selenium levels, which are more common in Europe, found that people who took supplements were able to fight off a virus more quickly than those who took a placebo.
And supplements boosted sperm quality in men with fertility problems who also had low selenium intakes, allowing 11% to father a child. The men who took a placebo fathered no children. Selenium supplements have also shown promise for thyroid problems, though researchers say those results are early and need to be confirmed.
Studies in the U.S. that have tested supplements for cancer and heart disease protection have found no evidence of benefit, and indeed, in people who had the highest selenium levels going into the studies, taking supplements was tied to increased risks of harm.
Selenium and Diabetes
One study of more than 1,200 Americans, for example, found that those who took 200 micrograms of selenium daily for an average of nearly eight years had a higher risk of developing type 2 diabetes compared to those taking a placebo.
And those who started the study with the highest selenium levels — 122 micrograms or higher — saw a nearly three-fold jump in diabetes risk compared to those taking a placebo.
One limitation of that study, however, was that doctors didn't set out to study type 2 diabetes as an outcome. People were recruited to see if selenium could cut their risk for non-melanoma skin cancer.
Researchers concede that looking at outcomes that weren't part of the design of the study can muddy the results.
Still, other studies have also suggested an association between selenium and diabetes.
Having a higher selenium level was linked to an increased prevalence of diabetes in adults tracked by the CDC's National Health and Nutrition Examination Surveys.
In the same vein, a French study found that higher selenium levels were associated with having higher blood sugar levels.
Researchers note that selenium might have an effect on type 2 diabetes because at high levels, it can interfere with the body’s ability to effectively use insulin.
When it comes to taking selenium, "It's horses for courses," says Rayman, using a British expression that means what's suitable for one person or situation might not be suitable for another.
"There wouldn't be a risk for us, in our population, if we took an extra 200 micrograms of selenium, but if you did that in North America, or in the U.S., then yes, you might well be putting yourself at risk," she says.
"I think it's a balancing act. I think if people have a very strong, varied diet that's within the 2,000 calorie limit, there may be a case where you don't need the extra nutrients," says Duffy MacKay, ND, vice president of scientific and regulatory affairs for the Washington, D.C.-based Council for Responsible Nutrition.
"But in my clinical practice, you see a lot of people with a not-so-varied diet, or for one reason or another they're very limited in what they eat, and then the multivitamin does a nice job of filling those nutrient gaps," he says.

Stress accelerates Aging


From Medscape Medical News > Psychiatry

Stress, Depression Linked to Accelerated Aging

Fran Lowr
 
 
March 1, 2012 — Shortened telomere length, which is known to be associated with aging, is also associated with depression and hypocortisolism, new research shows.
These findings confirm earlier research showing shorter telomere length in depressed patients in comparison with nondepressed individuals from the general population, according to lead author Mikael Wikgren, PhD, from Umeå University in Sweden.
Dr. Mikael Wikgren
"It also goes on to suggest that this difference is related to a dysregulated stress response, which is a stress response pattern which has been tied to chronic stress," he told Medscape Medical News. "This, in turn, underlines the important role stress regulation plays in depressive illness, and, in view of telomere length being considered a marker of biological aging, suggests that stress accelerates aging."
The study is published in the February 15 issue of Biological Psychiatry.
Established Link
Dr. Wikgren's earlier work established that telomere length was associated with depression. In the current study, he and his group sought to investigate how telomere length related to biological and psychological measures of stress and whether these were related to the shorter telomere length seen in depressed patients.
The researchers measured telomere length in the leukocytes of 91 study participants who had recurrent major depressive disorder and 451 control participants. The mean age of the study participants was 59 years. Most of the depressed patients had suffered from depression for an average of 28 years.
The participants also underwent a dexamethasone suppression test to assess the reactivity of the hypothalamic-pituitary-adrenal (HPA) axis, which is a very important regulator of the stress response, most known for regulating cortisol.
Participants also filled out psychometric self-report questionnaires.
High Stress, Low Cortisol
As expected, telomere length was significantly shorter among depressed patients compared with control participants (P = .001).
Telomere length was also shorter in both depressed and control participants who showed low cortisol levels on the dexamethasone suppression test. However, it was shortest in the depressed patients.
This hypocortisolemic state was associated with a family history of affective disorders among the depressed patients and with high C-reactive protein levels among the control participants.
The researchers also found that telomere length was inversely associated with higher levels of stress as measured with the perceived stress questionnaire.
"Hypocortisolism has been found in patients with chronic fatigue syndrome, post-traumatic stress disorder, burnout, fibromyalgia, irritable bowel syndrome, disorders which share symptoms of fatigue, pain, and increased stress sensitivity," Dr. Wikgren said.
Traditionally, too much cortisol has been thought to be harmful, but more and more research is showing that the opposite is true, he added. "When you experience chronic stress, cortisol levels go down. A hyporesponsive HPA axis evolves over time when under stress, so an initially hyperreactive HPA axis gradually evolves into a hyporesponsive HPA axis."
Beyond Emotional Distress
Commenting on this research for Medscape Medical News, John H. Krystal, MD, the Robert L. McNeil Jr Professor of Translational Research and Chair of the Department of Psychiatry at Yale University School of Medicine, New Haven, Connecticut, said the current findings provide further evidence that stress and psychiatric disorders may have profound effects on health that go beyond emotional distress and functional impairment.
Dr. John Krystal
"We are learning a great deal about the functions of telomeres in processes like cellular aging and cancer," Dr. Krystal, who is also the editor of Biological Psychiatry, said.
"From this perspective, the importance of helping people to identify these life problems and to get effective treatment for them may be an important part of preserving their overall medical health. In other words, the average doctor routinely measures blood pressure, EKG, and glucose levels, but if we want to protect against some health problems, we may also need to measure depression and to assure that depressed people obtain the treatment they need."
This research was funded by the Swedish Research Council, Umeå University, and the County Councils of Västerbotten and Norrbotten, Sweden. Dr. Wikgren and Dr. Krystal have disclosed no relevant financial relationships.
Biol Psychiatry. 2012;71:294-300. Abstract

Wednesday, February 29, 2012

Brain Exercise n Brain Health


Brain Exercise and Brain Health FAQs

Below you have a quick “email inter­view” we had yes­ter­day with a jour­nal­ist, it may help you nav­i­gate through this emerg­ing field. (if you want some brain exer­cise right now, you can check our Top 50 Brain Teasers).

1. Why is it so impor­tant to exer­cise our brains?

Our brains are com­posed of dif­fer­ent areas and func­tions, and we can strengthen them through men­tal exer­cise– or they get atro­phied for lack of prac­tice. The ben­e­fits are both short-term (improved con­cen­tra­tion and mem­ory, sus­tained men­tal clar­ity under stress­ful sit­u­a­tions…), and long-term (cre­ation of a “brain reserve” that help pro­tect us against poten­tial prob­lems such as Alzheimer’s).

2. What are 1 or 2 things that are guar­an­teed “brain drains”?

- high-levels of anx­i­ety and stress, that are guar­an­teed to dis­tract us from our main goals and waste our lim­ited men­tal energies.
- a very repet­i­tive and routine-driven life, lack­ing in nov­elty and stim­u­la­tion. We have brains to be able to learn and to adapt to new environments
The trick there­fore, is to take on new chal­lenges that are not way too difficult/ impos­si­ble, and learn how to man­age stress to pre­vent anx­i­ety from kicking-in.

3. What are three easy and quick men­tal exer­cises that every­one should be doing daily?

- For stress man­age­ment: a 5-minute visu­al­iza­tion, com­bin­ing deep and reg­u­lar breath­ings with see­ing in our mind’s eye beau­ti­ful land­scapes and/ or remem­ber­ing times in our past when we have been suc­cess­ful at a tough task
- For short-term mem­ory: try a series sub­tract­ing 7 from 200 (200 193 186 179…), or a series involv­ing mul­ti­pli­ca­tion (2,3 4,6 6,9 8,12…) or expo­nen­tial series (2 4 8 16 32 64…) the goal is not to be a math genius, sim­ply to train and improve our short-term mem­ory. Another way is to try and remem­ber our friends tele­phone numbers.
- In gen­eral: try some­thing dif­fer­ent every day, no mat­ter how lit­tle. Take a dif­fer­ent route to work. Talk to a dif­fer­ent col­league. Ask an unex­pected ques­tion. Approach every day as a liv­ing exper­i­ment, a learn­ing oppor­tu­nity.

4. Are cross­word puz­zles and sudoku really as great for exer­cis­ing our brain as they are reported to be? Why? And what about activ­i­ties like knitting?

Use it or lose it” may be mis­lead­ing if we think that “It” is just one thing. The brain is com­posed of many dif­fer­ent areas that focus on dif­fer­ent things. Doing a cross­word puz­zle only acti­vates a small part of the brain. The 3 key prin­ci­ples for good brain exer­cises are: nov­elty, vari­ety and con­stant chal­lenge. Not that dif­fer­ent from cross-training our bodies.
The first time we do a cross­word, or sudoku or knit­ting, that is great, because it forces us to learn. But when doing it is com­pletely rou­tine, the mar­ginal ben­e­fit is very lim­ited. Nowa­days neu­ropsy­chol­o­gists do not rec­om­mend paper-based activ­i­ties but computer-based brain exer­cise soft­ware pro­grams, since they can pro­vide a vari­ety of new activ­i­ties all the time, always tai­lored with a proper increas­ing level of challenge.

5. Any foods that increase our brain fitness?

The main prin­ci­ple is that foods that are good for our body are also good for our brain. omega-3 fatty acids, found in cold-water fish such as mack­erel, her­ring, salmon, and tuna, also have shown some ben­e­fits. There is con­tra­dic­tory data on Ginkgo biloba. The best “brain food” is, lit­er­ally, men­tal stimulation.

6. Does phys­i­cal exer­cise also exer­cise our brains?

In sum­mary, phys­i­cal exer­cise is impor­tant because it influ­ences the rate of cre­ation of new neu­rons in our brains. Men­tal exer­cise is impor­tant because it helps deter­mine how those new neu­rons are used-and how long they sur­vive. Stress can reduce both the cre­ation of new neu­rons and their life­time, so stress man­age­ment is impor­tant too.
7. Maria writes in her com­ment below “I read with great inter­est this post on brain-stimulating activ­i­ties. I was sur­prised that soft­ware with a chang­ing chal­lenge level was con­sid­ered the best stim­u­la­tion, since it’s a seden­tary activ­ity.Isn’t active learn­ing, that com­bines phys­i­cal and men­tal exer­cise, the best way to stim­u­late the brain? Thanks, and love your site!”
Answer: Great com­ment. We are talk­ing about 2 dif­fer­ent things here:
- Habits for long-term good brain health: we usu­ally men­tion the 4 pil­lars of nutri­tion, phys­i­cal exer­cise, stress man­age­ment and men­tal stim­u­la­tion. Yes, con­stant active learn­ing pro­vides great men­tal stim­u­la­tion.
– Short-term Train­ing and improve­ment of one spe­cific area (mem­ory,…): you need some­thing more direct and well-targeted train­ing expe­ri­ence such as that pro­vided by a computer-based pro­gram, that assesses where you are today and “stretches” that spe­cific capacity.
Both aspects are very impor­tant, in the same way that both walk­ing often and going to the gym to do tar­geted work­outs are com­ple­men­tary for phys­i­cal fitness.
Hope that helps-let us know any other question!

Brain Reserve N Exercise


Q&A with Yaakov Stern on Brain Reserve, Exercise, Cognitive Training, Angry Birds, YMCA and more

I just had the chance to dis­cuss lat­est neu­ro­sci­en­tific research and think­ing with Dr. Yaakov Stern, one of the lead­ing sci­en­tists study­ing how to build a neu­ro­pro­tec­tive cog­ni­tive reserve across the lifes­pan. Dr. Stern leads the Cog­ni­tive Neu­ro­science Divi­sion at the Colum­bia Uni­ver­sity Sergievsky Cen­ter. What fol­lows is a Q&A ses­sion con­ducted via email over the last week.
Alvaro Fer­nan­dez: What do you make of the recent study “Asso­ci­a­tion of Life­time Cog­ni­tive Engage­ment and Low β-Amyloid Depo­si­tion”? 
Yaakov Stern: I find these results very intrigu­ing. The con­cept of cog­ni­tive reserve posits that var­i­ous life­time expo­sures such as edu­ca­tion, occu­pa­tion and leisure activ­i­ties may be related to dif­fer­en­tial sus­cep­ti­bil­ity to Alzheimer’s pathol­ogy once it occurs. This paper con­tin­ues a new, ongo­ing theme that cer­tain life­time clo­sures may actu­ally impact on the brain changes or patho­logic find­ings them­selves. While more work needs to be done to under­stand how life­time expo­sures may impact the devel­op­ment of Alzheimer’s dis­ease pathol­ogy, it is clear that both cog­ni­tive stim­u­la­tion and exer­cise help shape the brain through­out the lifes­pan. For exam­ple, ani­mal stud­ies indi­cate that both a stim­u­lat­ing envi­ron­ment and a aer­o­bic exer­cise are asso­ci­ated with neu­ro­ge­n­e­sis, the growth and uti­liza­tion of new neu­rons in the hip­pocam­pus. Thus, life events may con­tribute to what I have called “brain reserve,” but now brain reserve is a much more fluid con­cept than I orig­i­nally imagined.
AF: How do these find­ings link to your work?
YS: These types of obser­va­tions have con­tributed to the design of two inter­ven­tion stud­ies that I am cur­rently run­ning. One of them com­pares peo­ple who engage in a aer­o­bic exer­cise ver­sus stretch­ing and ton­ing for six months. We are com­par­ing these two forms of phys­i­cal exer­cise to see which is more ben­e­fi­cial. F. Before and after this exer­cise period, the par­tic­i­pants receive exten­sive cog­ni­tive eval­u­a­tion and neu­roimag­ing. The neu­roimag­ing stud­ies will help us under­stand what brain changes are asso­ci­ated with any cog­ni­tive improve­ment that we see. One unique aspect of this study is that it is enrolling younger peo­ple that have been included in pre­vi­ous stud­ies. We are recruit­ing indi­vid­u­als who are 30 – 45 and 50 – 65.
AF: What is the cur­rent under­stand­ing on what adults may need, and ben­e­fit from? are pri­or­i­ties and likely inter­ven­tions the same when we talk about younger vs. older adults?
YS: That is exactly what I’d like to find out. The ani­mal stud­ies and some stud­ies of younger adults sug­gest that exer­cise may impact both the cog­ni­tion and the brain across all ages. The goal of my study is to see whether it has sim­i­lar effi­cacy in younger and older indi­vid­u­als, whether the same cog­ni­tive processes are enhanced, and whether the neural basis for improve­ment is the same across these age groups. In the sec­ond ongo­ing study, we are look­ing at the rel­a­tive ben­e­fits of phys­i­cal and cog­ni­tive exercise.
AF: What is the cur­rent under­stand­ing on the rel­a­tive mer­its and short­com­ings of phys­i­cal and cog­ni­tive exer­cise? do you see them as some­how mutu­ally exclu­sive or as synergistic?
YS: My view is that they are syn­er­gis­tic. It makes sense to me that any improve­ments in “brain reserve” would heighten the abil­ity to develop a more “cog­ni­tive reserve.” To explain, we know that both exer­cise and cog­ni­tive stim­u­la­tion affects the brain itself. For exam­ple, they both up reg­u­late a chem­i­cal that is respon­si­ble for increased synap­tic plas­tic­ity. The advan­tage I see to cog­ni­tive train­ing is that it can enhance spe­cific cog­ni­tive func­tions. It may be that peo­ple will be ben­e­fit more from this cog­ni­tive train­ing when they exer­cise, since exer­cise may help the brain be more recep­tive to this train­ing. To test this idea, we are run­ning another study where par­tic­i­pants engage in both videogames designed to enhance cog­ni­tive func­tion (specif­i­cally, atten­tional allo­ca­tion), and also exer­cise. This study is open to peo­ple aged 60 and over. I must say that this study is more demand­ing because it requires both for vis­its to the gym a week and three vis­its to our lab to play the video game. One unique fea­ture of both of our stud­ies is that we have part­nered with all of the YMCAs in Man­hat­tan, so that par­tic­i­pants can con­duct their exer­cise ses­sions in any loca­tion that is con­ve­nient to them.
AF: Why did you select that par­tic­u­lar videogame and not, say, Tetris or Angry Birds?
YS: We are using the Space Fortress game because I believe that it may enhance atten­tional allo­ca­tion and exec­u­tive con­trol. I feel that these are very impor­tant cog­ni­tive func­tions and enhanc­ing them may directly impact on and improve the per­for­mance of many day-to-day activ­i­ties. We are com­par­ing the Space Fortress game with more stan­dard com­puter games, since it is quite pos­si­ble that they may be ben­e­fi­cial as well.
AF: So, your stud­ies will mea­sure the impact of mov­ing from a seden­tary lifestyle to exer­cis­ing at least 4 times a week. Would you expect the result­ing ben­e­fit to be more or less pro­nounced than if some­one already exer­cis­ing at four times per week increase to eight times per week?
YS: I am not sure what the answer to this is. Most exer­cise stud­ies begin with peo­ple who are not reg­u­lar exer­cis­ers because we believe that it will increase the chance that we can see an effect. My guess is that any increase in exer­cise may also be ben­e­fi­cial, but it would be harder to detect.
AF: The YMCA part­ner­ship is fas­ci­nat­ing, a very inno­v­a­tive way to do community-based research. How does it work? Who greets/ supervises/ sup­ports peo­ple? Was it dif­fi­cult to engage them? And, where do the com­put­er­ized cog­ni­tive work­outs take place?
YS: I agree that the part­ner­ship with the YMCA is very excit­ing. Peo­ple par­tic­i­pat­ing in our stud­ies get free access to the gym at any YMCA in Man­hat­tan. Our per­son­nel ini­tially meets par­tic­i­pants at the gym and ori­ent them to what they need to do. The gyms all have res­i­dent train­ers who know about the stud­ies and can give advice as needed. Right now the com­put­er­ized cog­ni­tive work­outs are done at our med­ical cen­ter. We are cur­rently work­ing on the tech­nol­ogy to allow peo­ple to play the games from their home in a way that we can directly mon­i­tor their per­for­mance. This should make it a lit­tle eas­ier for peo­ple to participate.
AF: Who is eli­gi­ble for your stud­ies and how can they sign up?
YS: As I men­tioned above, one study is recruit­ing peo­ple ages 30 to 45 and 50 to 65. The sec­ond, more inten­sive study is recruit­ing peo­ple age 60 and older. Both of these stud­ies are look­ing for indi­vid­u­als who are not reg­u­lar exer­cis­ers, because this should enhance our abil­ity to find an effect of exer­cise on cog­ni­tion. Our coor­di­na­tor can help answer ques­tions about whether you are eli­gi­ble or not. Any­one inter­ested poten­tially par­tic­i­pat­ing in one of these two stud­ies can con­tact Caitlin Slight: cbs2139 at columbia.edu.

Women in Leadership


Leadership Program for Women Targets Subtle Promotion Biases

Executive Summary:

Despite more women in the corporate work force, they still are underrepresented in executive officer positions. Professor Robin Ely and colleagues propose a new way to think about developing women for leadership. Key concepts include:
  • Despite more women in the corporate work force, they fill less than 15 percent of executive officer positions at Fortune 500 companies and make up just 3.6 percent of CEOs.
  • "Second generation" forms of subtle gender bias favor men for top leadership positions and create structural career blocks for women.
  • A new approach to women's leadership development helps participants internalize a leader identity and create an elevated sense of purpose.
  • Organizations must also take responsibility for giving equal opportunities to their employees.

About Faculty in this Article:

HBS Faculty Member Robin J. Ely
Robin Ely is the Warren Alpert Professor of Business Administration at Harvard Business School.

For the last quarter century, many fought hard to overcome gender discrimination in the workplace by raising awareness, strengthening antidiscrimination policies, and encouraging more women to enter the corporate world.
At first blush, that work appeared to pay off. After all, as of 2010, women made up 46.7 percent of the US labor force, and filled more than half of management, professional, and related occupations. If the strategy was to get more women in the workplace and let them naturally ascend to positions of upper management, it seemed the pump was well primed.
But even with increasing representation, women still fill less than 15 percent of executive officer positions at Fortune 500 companies and make up just 3.6 percent of CEOs.
The glass ceiling, it seems, moved higher up the organization, but was far from broken.
"Women's progress has really leveled off, and has been stuck for at least 10 years," says Robin J. Ely, the Warren Alpert Professor of Business Administration at Harvard Business School and senior associate dean for Culture and Community.
"Women's progress has really leveled off, and has been stuck for at least 10 years."
—Robin Ely
What went wrong? In their articleTaking Gender into Account: Theory and Design for Women's Leadership Development Programs, which appeared in the September 2011 issue of theAcademy of Management Learning & Education, Ely and coauthors Herminia Ibarra (INSEAD) and Deborah Kolb (Simmons School of Management) describe how previously identified "second-generation" forms of subtle gender bias have impeded women's progress. These practices and patterns, although unintentional, favor men and create structural career blocks for women.
The paper is believed to be the first to incorporate an understanding of second-generation bias into a new approach to women's leadership development, moving beyond traditional programs developed for men.
"Most leadership development for women is 'add women and stir'—basically, delivering to women what is delivered to men—or 'fix the women,' a strategy of training-up to be 'as good as' men," says Ely. "They don't take the systemic gender biases in organizations into account when educating women about how to move into and exercise leadership."

How people become leaders

The paper frames leadership development as "identity work" requiring the person to undertake two tasks: internalizing a leader identity (coming to see oneself and being seen by others as a leader) and developing an elevated sense of purpose.
Identity work is a process shaped by loops of action and feedback. For example, a person asserts leadership in an area, feedback affirms or disaffirms those actions, which builds or reduces confidence, in turn encouraging or discouraging further actions. "Through this back-and-forth, the would-be leader accumulates experiences that inform his or her sense of self as a leader, as well as feedback about his or her fit for taking up the leader role," according to the paper.
Furthermore, a leader's identity is tied to her or his sense of purpose. Leaders are most effective—both with themselves and with those they lead—when their personal values align with the work they are doing and connect to something that is larger than themselves.
But women doing the sort of identity work it takes to reach top-level positions in companies are often stopped in their tracks by subtle forms of gender bias, which are deeply ingrained in workplace culture and society at large. These biases can interfere with the dual requirements of internalizing a leader identity and developing an elevated sense of purpose.
First-generation biases, such as policies or actions that deliberately discriminate against women in hiring and promotion, have been largely wiped off the books. Second-generation biases, while unintentional, can have the same effect, blocking women from upper management.

Second-generation bias

For example, women are ascribed to be friendly, emotional, and unselfish, attributes that seem inconsistent with larger societal beliefs about what a leader must be, such as assertive, self-confident, and entrepreneurial (which are traditionally seen as masculine traits.) Furthermore, women who do display those behaviors can be seen as abrasive instead of assertive, arrogant instead of self-confident, and self-promoting instead of entrepreneurial. These perceptions can hold women back.
"We cannot just tell women that if they want to take their place at the top of their organizations, they need to follow the patterns of their male colleagues," says coauthor Kolb.
And without women in high places, younger women lack the role models and mentors to help them succeed. It seems the organization is signaling that being female is a liability, discouraging talented women from working toward top positions.
Second-generation gender bias also manifests itself in organizational practices that fail to take women's lives into account, hinder their ability to develop powerful networks, and create excessive performance pressure on women.

A fresh approach

The solution offered by traditional leadership development programs for women has been to teach them the established rules so they could be effective players in a masculine culture.
By contrast, Ely, Ibarra, and Kolb propose a new set of principles to drive women's leadership programs (WLPs):
  1. Situate topics and tools in an analysis of second-generation gender bias. Participants receive a nuanced understanding of second-generation bias and how it may impact their own career development and the career development of other women in their firms.
  2. Create a holding environment to support women's identity work. The programs create a safe environment and peer networks that support participants in understanding and shaping who they are and who they can become.
  3. Anchor participants on their leadership purpose. WLPs redirect the participants away from a single-minded focus on career advancement and managing other people's perceptions of them as leaders, and toward identifying larger leadership purposes and the actions they need to undertake to accomplish them.
These programs help participants build skills around networking, negotiation, leading change, and managing career transitions. "We raise women's consciousness about how subtle forms of gender bias can get in their way and in other women's way, while giving them tools for addressing these problems and thus imparting in them a sense of agency," Ely says.

Negotiation and networking

One important technique women must master to create change in their organizations is negotiation, but research shows that women who negotiate hard for themselves experience backlash, says Ely. "They're evaluated negatively. Oftentimes, it's not that they don't know how to negotiate or don't want to negotiate. It's that they're trying to avoid the negative evaluation that comes along with being a hard negotiator as a woman."
The authors recommend that WLPs use a "shadow negotiation" framework that focuses on strategic "moves and turns" to give women tools to negotiate over potentially controversial issues and decisions.
"We cannot just tell women that if they want to take their place at the top of their organizations, they need to follow the patterns of their male colleagues"
—Deborah Kolb
In this process, the negotiator must come to see her own value and find ways to make it visible, gain from the experience of others in similar circumstances, explore various alternatives to agreement, learn to quickly regain one's footing when challenged, and develop an appreciation for why her request might be resisted.
These negotiations entail skill not only at assessing which options might lead to mutually acceptable agreements but also at enlisting support—women's negotiations often require raising awareness of and pushing back on gendered structures and work practices.
Another way women can gain access to leadership opportunities is through more effective networking. And since there are myriad differences between the way men and women network, and the networks themselves, WLPs must do more than teach traditional networking skills. They should, for example, address the issue of authenticity: women tend to see the sort of networking men do as inauthentic; they feel as if they're using people.
Vital networks can begin to form as soon as WLP participants walk in the door. "You bring senior women together from around the company, and it's the first time they've been in a room with that many women at their level, because they're in all different divisions, different parts of the world…It's powerful…it's something they've really been missing," says Ely. "And a lot of them don't even realize they've been missing it because they've never had it."
In the authors' experience, the networks formed within WLPs carry on well beyond the programs themselves and expand to create mentor relationships that help other women move up the corporate ladder.
When WLP attendees return, they are prepared to "catalyze change" in their companies that will help them and other women advance."

Organizational accountability

Organizations must also take responsibility for giving equal opportunities to their employees.
"What would help is for organizations to examine some of the assumptions they make about who is an 'ideal worker,' how they judge commitment, and what they look for in leaders," says Kolb. "If work cultures enabled both men and women to have full work and personal lives, it might help to level the playing field."