Despite the numerical predominance of women in higher education institutions (HEIs), significant underrepresentation in academic and leadership positions persists, highlighting ongoing gender inequalities. This study examines the role of management in addressing gender disparities and offensive behaviors within a Portuguese public HEI, using psychosocial safety climate (PSC) theory as a conceptual framework. We conducted two studies involving 405 participants--students and staff--to assess perceptions of gender equality and the impact of a management-promoted work-life balance culture (WLBC). Our findings reveal that active management engagement in gender equality is significantly correlated with reduced perceptions of gender inequality among both students and staff. However, gender differences emerged, with female participants reporting a higher perception of gender inequality. Despite notable improvements in gender perceptions, the reduction in reported offensive behaviors was not statistically significant, underscoring the complexity of addressing such behaviors through management interventions alone. Mediation analyses indicated that WLBC indirectly influences perceptions of gender inequality and offensive behaviors through its impact on work-family conflict (WFC), highlighting WFC as a significant mediator. This research underscores the importance of a proactive managerial approach in fostering an inclusive academic environment and demonstrates the nuanced role of WLBC and WFC in mediating gender equality outcomes.