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Management scholars have long examined gender disparities in leaders' communication and followers' reactions. There is, however, a paucity of research that takes an intersectional perspective. This article takes that step, using an intersectional lens to examine women leaders' use of dominant language and how others receive it. Leveraging advances in natural-language processing, I analyzed the stereotype content of more than 250,000 Congressional remarks (Study 1) and almost one million tweets (Study 2) by leaders. Women leaders referenced dominance more than men did (using more words like "powerful"), violating stereotypes that depict women as submissive. However, as theory on racialized gender stereotypes suggests, this effect was unique to White leaders. Two additional studies revealed backlash to women leaders' use of dominant language. Analyzing almost 18,000 editorials revealed the more that women leaders referenced dominance, the more they were portrayed as dominant but also cold. Effects were strongest for Black and Latina women (Study 3). Finally, an experiment using simulated social media profiles found the more that Black women (but not men) leaders referenced dominance, the more voters rated them as less likeable, a result that was unique to Black leaders (Study 4). The article demonstrates the critical importance of intersectionality for understanding gender inequality in leaders' communication and its reception by the media and the public. [ABSTRACT FROM AUTHOR]

We introduce a novel stakeholder-oriented framework that highlights variance in the application and expression of gender bias in the upper echelons. Directed by their relationship with the firm's leadership, we theorize that stakeholders' appraisals of top female leaders map onto a categorical and complex continuum. At the "categorical" end of this continuum, stakeholders neither have access nor are attentive to capability cues from the leader, increasing their reliance on stereotypes and gender biases in their leader evaluations. At the "complex" end of the continuum, stakeholders have access and are attentive to capability cues from the leader, decreasing their reliance on stereotypes and increasing their ability to accurately evaluate the leader. Between these ends, stakeholders evaluate female leaders by applying stereotypes and striving for accuracy to varying degrees. Each region on this continuum is linked to an array of behavioral responses, directed by stakeholders toward a target leader, that differ in valence and intensity. Our framework has significant implications for understanding a variety of social biases beyond gender, and enables the development of tailored strategies that can be used to facilitate accurate leader evaluations by all stakeholders. [ABSTRACT FROM AUTHOR]

In recent years, women's sport has experienced sustained growth, resulting in a positive shift in media coverage and increased attention from corporate sponsors. Past research has extended our understanding of the challenges, objectives and motivations of sponsors however, less is known with respect to whether sponsor communication perpetuates a gender-based narrative. In addressing this research gap, this study examines women's sport sponsor communication to understand how gender stereotyping manifests in messaging around sponsorship objectives and women's sport/athletes. Findings show that sponsor communication of objectives mirrors the traditional social roles held by women (centred on a communal orientation), while agentic gender traits associated with masculinity emerge in communication around women's sport/athletes. Our study highlights the importance of message framing in sponsor communication and the need for simultaneously embracing and valuing both feminine and masculine traits. This is an important step towards creating a balanced narrative around women athletes and women's sport. [ABSTRACT FROM AUTHOR]

Women have historically been underrepresented in positions of power within athletic administration. Stereotype threat, or the realization that there is a possibility that one is being judged as confirming or being reduced to a stereotype, can negatively impact the recruitment and retention of woman leaders in sport. This study developed and validated a new scale, the Gender Stereotype Threat in Athletic Administration, and elicited responses from high school athletic directors in two U.S. states. Using multiple analysis of variance, correlation analysis, and structure equation modeling, five hypotheses were tested and supported based on the respondents' feelings of group identification, belonging uncertainty, extra pressure to succeed, and group reputation threat. The present work extends the findings on stereotype threat in the sport leadership domain and provides a useful instrument to study this phenomenon in future research. [ABSTRACT FROM AUTHOR]

While prior research has gleaned important insight into consumers' social media engagement, an important literature-based tension exists that warrants further attention. On the one hand, females are increasingly empowered (e.g., through their rising spending power). On the other hand, advertising-based gender stereotypes persist, thus limiting female consumers' empowerment and decelerating advertising-based inclusion, equity, and diversity. Deploying regulatory mode theory, we propose that the adoption of a locomotion (vs. assessment) orientation, which emphasizes the initiation and continuation of the consumer's goal pursuit (vs. focusing on the individual's arrival at the "right" decision), respectively, can be leveraged to empower female consumers and boost their engagement with social media–based advertising. These predictions are tested across field studies 1a–1b and experiments 2–3. These findings can benefit marketers in developing effective communication strategies that resonate positively with female consumers, thus boosting their advertising-based inclusion, equity, and diversity. [ABSTRACT FROM AUTHOR]

An experimental method for assessing gender biases was used to compare Republicans’ and Democrats’ ratings of moral violations in the domains of justice vs. respect for authority. Four experimental conditions of a text-based survey instrument manipulated the gender of the protagonist and the location of the first instance of gender information in single-sentence moral violation vignettes. Results were consistent with the theoretical time course of neurolinguistic gender priming and the hypothesized influence of implicit stereotypes on moral judgments. Republicans demonstrated a gender bias in ratings of authority violations by rating violations committed by girls and women as worse when compared to a pronoun only condition. Democrats demonstrated the opposite bias by rating authority violations committed by boys and men as worse when compared to violations committed by girls and women. No significant bias was found for any of the justice violation conditions for either Republicans or Democrats. [ABSTRACT FROM AUTHOR]

Background: Over the past few years, the sport psychology literature has established that gender stereotype threat (ST) is one of the factors that can impair girls' performance. However, few studies have attempted to annihilate these negative effects. The purpose of the current study was to investigate whether questioning gender ST can mitigate the classical decline in girls' standing long jump (SLJ) performance. Methods: The participants were 120 girls (Mage = 10.74 ± 0.85 years), selected through convenience sampling and randomly assigned to three groups: the gender ST group (n = 40), the questioning group (n = 40), and the control group (n = 40). For all groups, baseline performance (i.e., SLJ) was measured by a female researcher following a warm-up period. In the experimental phase, the control group repeated the baseline conditions; the gender ST group completed the same test but was evaluated by a male examiner (i.e., implicit stereotype induction), while participants in the questioning group were assessed after receiving questioning statements while performing the task in front of a male examiner. Results: The results of the present study showed that the induction of a gender ST leads to a decrease in SLJ in girls. Additionally, if these inducing conditions of gender ST are accompanied by a questioning condition, the negative effects of gender ST can be reduced, and SLJ in girls does not decline. Conclusion: Based on our findings, this intervention is recommended as a simple, inexpensive, and quick solution for mitigating the negative effects of gender ST on girl's motor performance. [ABSTRACT FROM AUTHOR]

Purpose Methods Results Conclusions Queer asylum‐seekers should be given an opportunity to have their claim evaluated in a fair and unbiased manner. Despite this, research shows they risk having their claims rejected based on stereotypes about sexual minorities. In the present study, we investigated how the Finnish Immigration Service evaluated credibility in asylum claims lodged by sexual minorities.We analysed 68 negative asylum decisions to assess the arguments made to reject the asylum claim. To do this, we developed a detailed coding scheme to investigate the specific themes and credibility indicators cited in the asylum decisions.We found that the asylum claims were most often rejected because the applicant's account of their sexual orientation was not found to be sufficiently detailed, consistent, or plausible. Officials appeared to hold assumptions around sexual identity development and interpersonal relationships that are partially unsupported by established psychological science.Assessments of SOGI claims would benefit from a greater consideration of the factors affecting queer asylum applicants' ability to describe their claims, including cross‐cultural differences in understandings of sexuality, variability in human behaviour, and practical barriers within the asylum procedure. [ABSTRACT FROM AUTHOR]

The gender stereotypes adults hold can influence whether they approve or disapprove of behavior shown by children, depending on whether this behavior is in line with stereotypes. Adults report negative evaluations toward children whose behavior does not adhere to gender stereotypes, particularly toward feminine boys. Whether pedagogical educators in training show negative reactions toward children who violate gender stereotypes has not been examined. We investigate this question by firstly assessing what gender stereotypes adults hold about children in Germany. In Study 1, we assessed descriptive, prescriptive, and proscriptive gender stereotypes identified by adults for children in German society. Stereotypes gathered from this first study were used to construct four vignettes of stereotypical and nonstereotypical boys and girls in order to examine how pedagogical educators in training (N = 414) evaluated these children in Study 2. We investigated ratings of one of these vignettes (2 × 2 between-participants design) regarding liking, perceived competence, creativity, self-esteem, prosocial behavior, as well as internalizing and externalizing problems. A series of ANOVAs revealed that girls displaying masculine behavior received advantageous ratings on competence, creativity, and self-esteem, while boys showing femininity were perceived as the most prosocial. More than gender nonconformity, masculinity and femininity strongly related to externalizing and internalizing problems, respectively. We review how our results in Germany differ from the literature originating in the USA, as we did not find backlash for feminine boys. Possible bias against femininity and toward masculinity within society and cultural and sampling factors is discussed. [ABSTRACT FROM AUTHOR]

Sexual minority adolescents (SMA) have a disproportionately high prevalence of victimisation, self-harm, and depressed mood, relative to the general population. Yet, the contributing and mechanistic factors are unclear. We aim to explore the directional relationship between victimisation and self-harm and depressed mood, with poor sleep quality as a possible mediator. A secondary data analysis was conducted using a nationally representative birth cohort in the United Kingdom, where participants self-identified as sexual minority (N = 1922, aged 11–13, 67.1% female) and their parents completed questionnaires and interviews when the participants were aged 11, 14 and 17. Logistic and linear regression were used to test whether victimisation prospectively predicted self-harm and depressed mood with mediation analyses conducted to assess if sleep onset latency and nocturnal awakening mediated their relationships. After adjusting for demographic factors and baseline self-harm and depressed mood, victimisation at age 11 significantly predicted self-harm (OR = 1.40, p <.01) and depressed mood (B = 0.024, SE = 0.01, p <.05) at age 17. In the mediation analyses, frequent nocturnal awakening at age 14, but not sleep onset latency, significantly mediated the effect of victimisation at age 11 on self-harm (indirect effect B = 0.008, SE = 0.004, 95%CI = 0.001-0.017) and depressed mood (indirect effect B = 0.005, SE = 0.002 95%CI = 0.001-0.010) at age 17. Our findings supported that victimisation contributed to negative mental health among SMA. Poor sleep quality could be an indicator of maladjustment with victimisation, which further increased vulnerability to negative mental health. Victimisation and sleep quality could be important assessment targets in mental health campaign among sexual minority adolescents. [ABSTRACT FROM AUTHOR]

Women politicians have long experienced gendered and often sexist portrayals within the mainstream media that reproduce and reinforce the heteronormative gender binary. Though the media overwhelmingly support binary notions of gender, the way in which they portray women politicians, intentionally or not, also has the potential to unsettle notions of sex/gender. Political cartoons have been widely and historically used by newspapers to communicate certain messages to the reader, drawing from cultural norms and stereotypes, often in ways that would be regarded as unacceptable if written in the text of the article. However, little research has examined gender stereotypes in political cartoons of women political leaders and those that do largely focus on the "feminine". This paper will address that gap by analyzing how "masculine" stereotypes are used in political cartoons of four women Prime Ministers from English speaking Westminster Democracies: Julia Gillard (Australia), Margaret Thatcher (UK), Jenny Shipley (NZ) and Helen Clark (NZ). Drawing from Judith Butler's idea of gender performativity and utilizing a feminist semiotic methodological analysis of selected political cartoons, I explore how masculine stereotypes are used to ridicule these leaders for their supposed gender subversion while also inadvertently unsettling the gender binary. [ABSTRACT FROM AUTHOR]

The article discusses originality of scientific literature before and after large language models (LLMs), such as ChatGPT.

Gender-stereotypical design, such as the predominance of blue colors in interfaces, leaderboards with only men at the top, and male avatars, may have negative effects on women in gamified tutoring systems, especially in courses with a majority of male participation, such as courses of Science, Technology, Engineering, and Mathematics (STEM). We conducted a quasi-experimental study with 133 Brazilian high school students in order to determine the impact of gender stereotypes on the flow state of students, their negative thinking, and their learning performance. These participants were divided into a control group (non-stereotyped) and two intervention groups (male and female stereotypes). Girls' flow state and academic performance were negatively impacted by male stereotypes, as indicated by p.adj values of 0.031 and 0.046, respectively. Contrary to popular belief, participants' negative thoughts were more prevalent in a neutral (non-stereotyped) context than in one with a stereotype threat condition with p.adj value of 0.039. These findings suggest that gender stereotypes should be investigated further, as there are instances in which, contrary to expectations, their effects can be positive. Therefore, the primary contribution of the study is to provide funding for future research into the causes of the observed effects of gender stereotypes on negative thinking. These findings are also applicable to specialists in the design and development of gamified systems, as they support guidelines and the need to develop mechanisms for adapting game elements and the interface of these systems. [ABSTRACT FROM AUTHOR]

For more than a dozen years, the Inter-American Court of Human Rights (IACtHR) has paid special attention to cases involving gender-based violence and gender stereotypes. These two phenomena are closely linked, as prejudices, beliefs, cultural values and discriminatory stereotypes can be one of the factors that legitimise violence. Gender-based violence is directed against individuals because of their gender, particularly women and girls, and takes many forms. The purpose of this article is to provide an analysis of the evolution of the practice of the IACtHR from a gender perspective, based on selected judgments and advisory opinions. Each of these decisions addresses different aspects of the lives of individuals and concerns the groups that are most vulnerable to human rights violations. The common denominator is that the Court's work contains, to a greater or lesser extent, an element of novelty or indication of new trends. [ABSTRACT FROM AUTHOR]

This paper examines three films that mark Disney's foray into postmodern fairy-tale narratives to determine if these attempts to move beyond or complicate Disney princess or fairy-tale narratives are successful. Drawing from fairy-tale studies and age studies, it particularly examines how gendered narratives and stereotypes operate within these narrative spaces, looking at the figures of the princess, the godmother, and the stepmother in Enchanted (2007), Godmothered (2020), and Disenchanted (2022). Through this study I aim to discover if Disney's contemporary postmodern fairy-tale narratives open up more potential for women in various roles as they age, or if they reiterate various age-related gender stereotypes. [ABSTRACT FROM AUTHOR]

The purpose of this systematic review is to further our understanding of women and educational leadership knowledge production from three Chinese societies and to contribute to the development of a more diverse global knowledge base in gender and educational leadership and management. A total of 341 articles were identified from 4 electronic databases. We conducted a systematic review of 24 eligible articles that focused on women and educational leadership in Mainland China, Hong Kong and Taiwan, utilised empirical research designs and were published in peer-reviewed English-language journals between 2000 and 2021. This review synthesised six overarching themes, including the underrepresentation of women leaders in schools and universities; barriers for women's career advancement; impact of social-cultural contexts on gender-related leadership; gender stereotypes and gender dynamics; gender-based variation in leadership behaviours; and gender equity legislation and policies. The review reveals that underrepresentation of female leaders is a pervasive problem in both schools and universities across three Chinese societies. Substantial gaps still exist between policies and practices. The study highlights systemic barriers and lack of organisational enablers for women's career advancement. The implications and directions for future studies are discussed. [ABSTRACT FROM AUTHOR]

Previous research has identified differences in language use between speakers representing different genders and sexual orientations, as well as stereotypical beliefs about the existence of such differences. The present paper investigates such stereotypical beliefs among speakers of two varieties of Spanish and explores whether linguistic stereotypes of gender and sexual orientation are stronger in a society with more conservative gender roles. We conducted an experiment where 252 speakers of European and Mexican Spanish were shown pairs of texts and sentences depicting the same event but differing in the use of morphosyntactic resources, creating stereotypically "masculine" and "feminine" variants of the same text or sentence. The informants were asked which of the variants was more likely uttered by a woman (rather than a man), a lesbian woman (rather than a straight woman), or a gay man (rather than a straight man). Some of the morphosyntactic features were strongly associated with speaker gender (e.g., use of first- and second-person singular) and others with lesbian (e.g., use of impersonal structures) or gay speakers (e.g., direct reported speech). Contrary to expectations, the responses did not differ according to informants' age, gender, or nationality. While the present study did not reveal any differences between the two societies, more cross-linguistic and cultural research is needed to elucidate the effect of society on morphosyntactic variation and stereotypes thereof. [ABSTRACT FROM AUTHOR]

Fatigue is one of the most common health complaints, yet assessing it can be difficult when perceptions of others' fatigue are distorted by gender bias. This research is the first to examine whether such a bias is present in the perception of men's and women's fatigue. Across two studies (total N = 201), perceivers viewed silent videoclips of men and women targets in a social interaction and were asked to estimate each targets' fatigue. While women reported more fatigue than men, across both studies perceivers rated women as significantly less fatigued than men. Results from Study 2 further suggested that women's fatigue was significantly underestimated in comparison to their own self-reports of fatigue while men's fatigue was significantly overestimated in comparison to their own self-reports. To explore whether any differences in ratings of targets' fatigue were due to targets' own behavior, we also coded each target for various nonverbal cues that could be associated with fatigue. An examination of these nonverbal cues did not reveal any significant relationships with self-reported fatigue for either men or women targets. However, the more nonverbally expressive/attentive targets were, the less likely they were to be judged as fatigued by perceivers and women targets displayed more expressiveness/attentiveness than men targets, explaining some of the variance in why women's fatigue was underestimated more than men's. The current work is the first to document the robust existence of gender bias in the perception of others' fatigue and points towards interventions to help mitigate these biases in practice. [ABSTRACT FROM AUTHOR]

Media representations of sexuality can play a relevant role in the development of gender stereotypes and sexual learning processes. In the current pre-registered study, we examined the representation of sexuality in content on Netflix, a dominant force in global mass media consumption. We coded 271 mixed-gender sexual scenes across seven highly popular Netflix series for orgasm portrayal, depiction of sexual behaviors, including clitoral stimulation, and gendered sexual scripts (i.e., initiation, control, and expression of desires). Our results revealed a nuanced picture of women's sexual pleasure representation. Women's orgasms were depicted less frequently than men's, although orgasm portrayal was generally rare. Sexual behaviors were mostly limited to penile-vaginal intercourse, though cunnilingus was depicted more frequently than fellatio. Regarding gendered sexual scripts, women were portrayed as equally sexually agentic as men, initiating sexual encounters, taking control, and expressing their needs and desires. Our findings indicate that this content simultaneously reinforces and challenges gender stereotypes related to sexual experiences, highlighting the need for sexual educators to critically address the realism of mainstream media portrayals to foster a nuanced understanding of sexuality and pleasure. [ABSTRACT FROM AUTHOR]

Based on the model of intersectional invisibility, we tested the consequences of work‐related misbehavior for women of Turkish and German descent (i.e., misbehavior involving mistakes that are stereotypically associated with masculine or feminine traits, eliciting negative evaluations). Across a series of four preregistered experiments (Ns = 746, plus two pre‐registered experiments in an Additional Supplement), we investigated evaluations of female targets in a male‐typed, highly qualified job context. We focus on exclusion and promotion decisions. A single‐paper meta‐analysis substantiates findings across samples who have different experiences regarding racism and in personnel selection. Our findings reveal a nuanced picture: Misbehavior associated with stereotypically feminine traits led to more negative consequences for Turkish women than for German women, resulting in more frequent exclusion and less frequent promotion for Turkish women. In contrast, misbehavior associated with stereotypically masculine traits led to more favorable outcomes for Turkish than German women. Thus, revealing a complex relationship between type of misbehavior and ethnicity, we identify leader prototypes as an explanatory mechanism, rather than aversive racism or shifting standards. Results suggest that Turkish women are discriminated against most for showing stereotypically feminine behavior confirming gendered racialized steretoypes, but may experience less backlash when showing counter‐stereotypical behavior than German women. We find double standards in evaluations of highly qualified women of Turkish versus German descent, with interactions with the type of misbehavior suggesting complex interplays of gender, ethnicity, and information provided about the individual in career advancement and exclusion. Public significance statement: Across a series of experiments, we show that women of Turkish descent (being part of the biggest group experiencing racism in Germany) may face double standards when they show some form of misbehavior in the workplace. Compared to women of German descent, they tended to be promoted less and excluded more from their team when misbehavior was associated with stereotypically feminine behavior. In contrast, they were evaluated more positively when they showed misbehavior associated with stereotypically masculine traits and behavior. [ABSTRACT FROM AUTHOR]

People quickly form consequential impressions of others' social class standing from nonverbal cues, including facial appearance. Extant research shows that perceivers judge faces that appear more positive, attractive, and healthy as higher-class, in line with stereotypes associating high class standing with happiness, attractiveness, and better wellbeing (which bear a kernel of truth). A wealth of research, moreover, demonstrates strong stereotypical associations between social class and both race and gender. The current work bridged these areas of inquiry to explore (1) intersectional biases in social class impressions from faces and (2) how associations between social class and attractiveness/health and affect can be used to shift social class impressions. Our studies found evidence of race and gender stereotypes impacting British perceivers' social class judgements, with Black (vs. White and Asian) and female (vs. male) faces judged as lower in class. Furthermore, manipulating faces' emotion expression shifted judgements of their social class, with variations in magnitude by faces' race, such that emotion expressions shifted judgements of Black faces more than White faces. Finally, manipulating faces' complexion to appear healthier/more attractive shifted social class judgements, with the magnitude of this varying by faces' and perceivers' race, suggesting a role of perceptual expertise. These findings demonstrate that stereotypes bias social class impressions and can be used to manipulate them. [ABSTRACT FROM AUTHOR]

Gendered field-of-study choice is a lively topic of discussion. The explanation usually given for the fact that women are still an exception in typically 'male' fields—particularly STEM (Science, Technology, Engineering and Mathematics)—employs domain-specific stereotypes regarding men's and women's 'natural' abilities in different fields. The central argument of our study is that domain-specific gender stereotypes help explain why few women enter such fields; however, they are not necessarily the driving forces behind the finding that female students who chose typically male subjects have weaker academic self-concepts than their male peers. If it were only domain-specific gender stereotypes that influence students' perceptions of their abilities, we should find the opposite result in typically female fields of study and no differences in gender-mixed fields. Because existing studies often focus on the male-dominated STEM domain alone, research may have drawn the wrong conclusions. By comparing students in male-dominated, female-dominated, and gender-mixed fields of study, we ask: Does gender composition in the field of study matter for gender disparities in college (university) students' academic self-concepts? Using data from 10,425 students in the German National Educational Panel Study, our results suggest that it is not only in male-dominated fields of study that women rate their own abilities to be poorer than men rate theirs; the same is true in female-dominated and gender-mixed fields. Therefore, domain-specific gender stereotypes regarding students' abilities do not (alone) seem to drive gender disparities in STEM students' perception of their own abilities. No matter what academic field we consider, female students generally exhibit weaker academic self-concepts; however, the gap is most pronounced in male-dominated fields. [ABSTRACT FROM AUTHOR]

This paper comparatively analyses the representation of women in Chilean print advertising in 1980 and 2013, years that represent the beginning and consolidation of a modernisation process, in which consumption became one of the main axes of social life and advertising, a major actor in the public space. Notwithstanding the far‐reaching process of modernisation and the major transformations in Chilean society, advertisements in 2013 still depict stereotypical gender representations. For example, women assume passive roles that do not reflect their growing independence as a result of their integration into the labour market. [ABSTRACT FROM AUTHOR]

Legacy media contribute to gendered depictions of culinary themes by associating meat with masculinity, influencing social realities. The current research examines whether similar gendered representations can be found on social media, reinforcing gendered patterns in food consumption. Using content analysis, we examine how men and women tweet about the (non-)consumption of meat. Results confirm gender stereotypes: men tweet more about meat and are more likely to hold negative attitudes toward vegetarianism and veganism. These expressions may reinforce gendered meat consumption patterns, where men continue to choose meat over more healthy and sustainable options. [ABSTRACT FROM AUTHOR]

Comparisons between single-sex (SS) and coeducational (CE) schools are often limited in design. Associations between SS schooling and gender cognitions remain especially unclear. We compared gender cognitions in students from SS versus CE high schools. A longitudinal design addressed long-term reciprocal effects, and propensity score matching addressed preexisting (confounding) differences between SS and CE students. During the final year of high school (N = 667) and again following graduation (N = 463), students completed measures of gender salience, gender stereotypes, felt pressure for gender conformity, and exposure to gender equality. Before graduation, SS students were more gender salient about self, reported more exposure to gender equality, and had less pressure for gender conformity. The magnitudes of these SS–CE differences were small but did not change significantly over time. However, gender salience about self did not predict or mediate other gender cognitions as often hypothesized, and there were no differences in gender salience about others or in gender stereotypes. We conclude that SS schooling is related to some gender-related cognitions both prior to and following high school graduation. However, findings are neither consistently supportive nor critical of either type of schooling. SS schooling was positively related to students' attention to their own gender, but how this attention relates to other gender cognitions may vary across individuals in ways that need further research. Our design innovations and inclusion of debated yet understudied outcomes contribute to a fuller evaluation of SS versus CE schooling by examining long-term development and by expanding the outcomes evaluated. Educational Impact and Implications Statement: We employed a novel rigorous design that followed students longitudinally before and after their high school graduation and examined understudied outcomes (i.e., gender cognitions) to evaluate single-sex versus coeducational schooling more fully. Single-sex, compared to coeducational, high school students are slightly more conscious of their gender but are no more or are less gender-typed in some other gender cognitions. High school students' gender cognitions undergo temporal changes regardless of school type. [ABSTRACT FROM AUTHOR]

How does the representation of boy and girl exemplars in curricular materials affect students' learning? We tested two competing hypotheses about the impact of gender exemplar on learning: First, in line with Social Learning Theory, children might exhibit a same‐gender bias such that they prefer to learn from exemplars that match their gender (H1). Second, consistent with research on children's stereotypes about gender and math (e.g., associating boys with math competence), children might prefer to learn from exemplars who match their stereotypes about who is good at math (H2). We tested these hypotheses with children in middle school (N = 166), a time of development in which stereotypes are well‐engrained, but before gender differences in math achievement appear. Children viewed two distinct math strategies, each presented by a boy or girl exemplar. We then examined which strategy children employed on a subsequent math test as well as their perceived similarity to the exemplars and their awareness or endorsement of gender‐math stereotypes. Children did not preferentially learn from same‐gender exemplars. However, children with stereotypes associating boys with math were more likely to learn the more difficult strategy when it was presented by a boy exemplar than children who did not associate boys with math. The results of this study provide valuable insight into how children's stereotypes impact their real‐world learning. Research Highlights: How does the representation of boy and girl exemplars in children's curricular materials affect their learning?Past research demonstrates that children prefer to learn from same‐gender exemplars, but also hold a stereotype that boys are better at math.In the current study, we test whether children preferentially adopt a math strategy presented by a boy or girl exemplar.Children who held the belief that boys are better at math were more likely to learn a difficult strategy from boy exemplars than children who did not endorse this stereotype. [ABSTRACT FROM AUTHOR]

Radical‐right parties have gradually penetrated the political mainstream in many liberal democracies, marking a trend of 'democratic backsliding'. We propose that women's increasing visibility as representatives of radical‐right agendas makes democratic backsliders, their policies and their parties seem more legitimate, and may help explain their growing public acceptance. Our studies provide the first systematic examination of this hypothesis in three countries – Israel, Germany and the United States (N = 7203). In Studies 1a‐c, we show that voters perceive democracy‐eroding policies through a gendered lens – they attribute gender stereotypes to the parties promoting these policies and to the public supporting these policies. In Studies 2a‐c, we experimentally demonstrate the effect of politicians' gender on public acceptance of democracy‐eroding policies, politicians and parties, and demonstrate the role of gender stereotypes in mediating this effect. Finally, we show that the audiences susceptible to the mainstreaming effect of politicians' gender are precisely those that are often particularly repelled by radical‐right agendas and their perceived masculine image: Women and left‐wing voters. [ABSTRACT FROM AUTHOR]

Despite a rich literature on gender stereotypes, few studies consider whether voters reward/punish women politicians differently than their men counterparts for their policy records. To study this question, we conducted a conjoint survey experiment with a quota-based nationally representative sample of 1495 American citizens. The experiment focuses on electing one of two hypothetical councillors (keeping their political experience constant) to become a mayor. We find that voters do not penalize women politicians more for breaking campaign promises. In fact, they are at least as likely to reward women politicians for keeping their promises compared to men politicians. This is true across genders and political parties. [ABSTRACT FROM AUTHOR]

Previous studies have demonstrated that the activation of stereotype conflict is similar to the N400 congruency effect shown by the activation of semantic violation. In order to distinguish the differences between the two, the first experiment used gender stereotype trait words as target stimuli, and used "male/female" and "synonym of trait words/antonym of trait words" as priming stimuli respectively, so that the subjects completed the consistency determination task. In experiment 2, gender stereotyped behavior pictures were used as target stimuli, and "male/female" was used as priming stimuli, so that the subjects completed the task of consistency determination. The results showed that both gender stereotype conflict and semantic violation could induce N400 a congruency effect. Importantly, the N400 amplitude and response latency induced by gender stereotype activation are both smaller than those induced by semantic activation. These results show that stereotype activation is distinct from semantic activation, further demonstrating that the brain preferentially processes information related to gender stereotypes, and gender stereotype cognitive processing is more likely to happen than semantic knowledge processing. [ABSTRACT FROM AUTHOR]

The present research examines how a temporal dimension of the Chief Executive Officer (CEO) fashion style—consistent (vs. variable) fashion—influences stakeholders' perceptions of CEO competence. Based on the temporal aspect of attribution theory, we hypothesize that stakeholders perceive those CEOs who are consistent in their clothing across various occasions as more competent than CEOs who do not portray consistency. We also consider CEO gender a key moderator of the link between fashion consistency and perceived competence. Based on gender stereotypes and relatively unclear rules about women's clothing within professional settings, we hypothesize that the enhancement of perceived competence from a consistent fashion style is mitigated for female CEOs. Furthermore, by applying a zero‐sum belief in time management to CEOs' clothing decisions, we hypothesize that perceived work engagement mediates the "gender" moderation. Three studies, including a survey and two scenario‐based experiments in which we manipulate fashion consistency and CEO gender, largely supported the hypotheses. The results emphasize the importance for CEOs to strategically manage visual cues, like fashion style, focusing on either their consistency or variability when interacting with stakeholders across different occasions. [ABSTRACT FROM AUTHOR]

This article explores how women and men appraise and interpret their experiences of cyberbullying at work and how they respond to such behaviours within a gendered cultural space, using the theory of sensemaking. Within the interpretive research paradigm, data was collected through in-depth, in-person interviews from 10 male and 25 female employees who had experienced cyberbullying. The findings indicated the similar and different ways that sense was made by men and women employees about their cyberbullying experiences. While making sense of cyberbullying experiences has been a very social endeavour for women, it has been a relatively private and individual process for men. Further, women had been more assertive and had relentlessly attempted to clear their image and regain their fractured identities as respectable women, while men mainly had been passive in trying to protect their fractured identities as good performers. Further, gender role stereotypes and gender scripts appeared to have influenced the sensemaking process and the participants' reactions. This article contributes to the limited literature on cyberbullying at work and develops existing understandings of how men and women understand and react to cyberbullying experiences in a gendered cultural context. [ABSTRACT FROM AUTHOR]

In the present study, we investigate gender bias against politicians in a large set of news articles (n = 1,139,571) published in major media outlets in the United States between 2010 and 2020 by tracing changes in reporting about 1,095 US politicians. Using topic modeling with latent Dirichlet allocation (LDA), we identify main policy-related topics in media reports. We find gender differences in the coverage of certain policy issues, with major imbalances explained by societal factors. Specifically, we show that women in high-level political positions receive less media coverage than their male counterparts and women in less powerful positions on economic and national security issues. However, women and men in less influential positions do not differ in the amount and type of reporting they garner. Since women are still underrepresented in leadership positions, the US media may inadvertently reflect and reinforce existing gender biases in society by devoting more attention to high-profile politicians, who are overwhelmingly male. Although our longitudinal analysis shows positive changes, the gender gap in reporting continues to exist. [ABSTRACT FROM AUTHOR]

Social enterprises appear to offer innovative solutions for empowering women in entrepreneurship and achieving gender equality. This research, however, finds that female social entrepreneurs remain disadvantaged relative to their male counterparts during social entrepreneurial financing. Although this female-male disparity becomes diminished when ventures indicate more social value orientation, the results show that this is because more social value orientation reduces the funding to male founders but has no apparent effect on female founders. These results contribute to research on social entrepreneurship from a gender lens and call for greater attention to gender assumptions about social entrepreneurship in practice. [ABSTRACT FROM AUTHOR]

This mixed methods study investigates conceptions of gender both in and outside of the media among a sample of 11- and 12-year-olds. Data from a quantitative survey and qualitative writing responses were collected and analyzed from 54 sixth graders at a U.S public elementary school. Results show that the majority held inclusive views of gender, indicating a recognition of gender inequities in media and society and a desire to challenge traditional gender norms. However, perhaps due to gender-typed content, stronger perceptions of the similarity of the people appearing in YouTube videos, commercials, video games, music videos, and movies to the self were associated with more stereotypical views about gender roles and norms in a weak but statistically significant correlation. This may suggest that accepting media representations as accurately reflecting oneself can still be linked to endorsing more traditional roles and norms, even within a sample with generally quite open conceptions of gender. Impact summary: Prior State of Knowledge: Gender stereotypes are present in media used by adolescents, and most existing research finds a small association between media use and stereotypical beliefs about gender. Perceived realism and perceived similarity of characters to the self may help explain that association. Novel Contributions: In a sample of U.S. adolescents, there is mixed methods evidence of inclusive views of gender. Yet, perceptions of media characters in select media as similar to the self were weakly but significantly correlated with more stereotypical views of gender. Practical Implications: Self-reflection about identification processes can be encouraged by caregivers as well as media literacy educators. To work toward gender justice, content creators should avoid stereotypes in commercials, music videos, movies, video games, and YouTube content popular with early adolescents. [ABSTRACT FROM AUTHOR]

The gender gap in STEM vocations among high school students still remains a troubling reality. Several studies indicate that students in general have less interest in science and technology subjects, and this disparity is even more distinguishable among female students. In fact, the aforementioned gender gap in STEM begins to manifest itself at an early age and worsens during adolescence. Some of the multiple causes include cultural factors, gender stereotypes, and lack of female role models. Therefore, it is essential to promote gender equality and encourage inclusion and diversity in the educational environment as a key measure to reduce the gap. This is why in this study comprehensive research was carried out to analyse the factors that contribute to the gender gap in STEM careers. To this end, a survey was conducted of approximately 1,000 secondary education students from a range of centres in the Canary Islands. The survey yielded insights into the direct influence of close references on students and the lack of female role models. This allowed the identification of effective measures to increase women's participation in these fields. One of the suggested solutions is the implementation of practical workshops, in which female figures play a key role. These workshops are used to demonstrate to students that there are numerous role models nearby who can motivate and encourage them to explore and develop their interest in the field of science and technology. By providing said opportunities and role models, our aim is to build their confidence and provide them with the necessary tools to take advantage of all the opportunities that the STEM field has to offer. [ABSTRACT FROM AUTHOR]

ABSTRACT A prominent gender stereotype claims that “boys are better at learning mathematics than girls.” Confronted with such a parental attitude, how does this affect the well‐being of 11‐ to 18‐year‐old students in Chinese middle schools? Although well‐being has often been shown to be not much gender‐diverse, the intergenerational consequences of such stereotypes are not well studied. Expecting too much from boys and too little from girls might damage self‐esteem among school kids. Using large survey data covering districts all over China reveals that one‐quarter of the parents agree with the math stereotype. It is shown that this has strong detrimental consequences for the offspring's well‐being. Students are strongly more depressed, feeling blue, unhappy, not enjoying life, and sad with no male–female differences, whereas parental education does not matter for this transfer. Various robustness tests including other than math stereotypes and an IV analysis confirm the findings. Moderating such effects, which is in line with societal objectives in many countries, not only supports gender equality but also strengthens the mental health of children. [ABSTRACT FROM AUTHOR]

In this study, carried out in different provinces of Spain, we assess the impact of a co-educational science program conducted with children aged 3–6, whose objective is to deconstruct gender stereotypes in science by studying the biographies of female scientists. The evaluative methodology we use is based on analysing the opinions the pupils expressed at a school assembly, and we have applied content analysis to explore how much the pupils learnt about the female scientists, through 401 drawings. The main findings are: (1) 5-year-old children have sexist stereotypes related to the distribution of power between women and men; (2) the program is effective, because the pupils increase their knowledge and enrich their notions of female scientists and their contributions to science; and (3) the pupils do not illustrate situations of indirect inequality among scientists in their drawings, because they only perceive the injustice existing in situations of direct inequality. [ABSTRACT FROM AUTHOR]

Background: With the development of women's sports, the mechanism of barriers to women's leisure sports participation has attracted extensive attention from the academic community. Despite its significant impact, there are few empirical studies on intra-personal barriers. Consequently, a structural equation model was established to examine the relationships between traditional social gender awareness, gender bias, gender stereotypes, and barriers to participation in leisure sports. Methods: In this study, a total of 508 questionnaires were collected and analyzed using AMOS 24.0 software for structural equation modeling. After model testing, the relationships between the variables were examined. Results: The results of the statistical analyses indicated that traditional gender awareness could serve as an antecedent variable for barriers to participation in leisure sports, and that gender stereotypes mediated the relationship between traditional gender awareness and barriers to participation in leisure sports. The study also concluded that gender bias could not mediate the relationship between traditional gender awareness and participation barriers in leisure sports, but gender bias and gender stereotypes could act as chain mediators in the process of the influence of traditional gender awareness on barriers to contact leisure sports. Discussion: This study emphasizes the need for women to break down the traditional social gender awareness, gender bias, gender stereotypes, and other intra-personal barriers when engaging in leisure sport participation. According to this study, the promotion of sustained and healthy development of women's sport requires the breaking down of traditional social gender awareness education and the creation of more gender-inclusive sports policies and environments. The significance of the study is that by proposing and confirming the internal participation barriers to women's participation in contact leisure sports, it will lead to the ideological liberation of women's gender perspectives, so that they can break down the participation barriers to contact leisure sports, participate in sports activities, and enjoy the right to play sports on an equal footing. [ABSTRACT FROM AUTHOR]

This paper reports on a study that explored how adolescents in the Bosomtwe District of Ghana experience their psychosocial identity development in relation to participating in traditional rituals and rites of passage. This study employed a phenomenology case study design with a purposive sampling procedure. Data was gathered from focus group discussions and semi-structured interviews and analysed through thematic content analysis. The participants were 20 adolescent learners in the focus groups, and 12 teachers, 12 parents and eight adolescents in individual interviews. The study found that adolescents undergo psychosocial identity development due to participating in ritualisation processes in a variety of ways. According to the study’s findings, initiation activities exposed adolescents to distinct cultural values, aided them in developing a larger worldview, enhanced self-awareness, and improved social skills. On the other hand, not all adolescents had favourable experiences with their traditional rituals and rites of passage. Furthermore, traditional practices may perpetuate negative gender stereotypes, and discriminatory actions and behaviour. We recommend collaborating with guidance counsellors, parents and guardians, community members, and leaders when providing counselling services to adolescents We also recommend policy development to encourage integrating traditional practices in formal schooling. [ABSTRACT FROM AUTHOR]

While school principals are bestowed with executive powers to lead schools, it appears that, among others, gender contributes significantly to the challenges faced by female secondary school principals. This qualitative study explores challenges encountered by female secondary school principals in Lesotho. The study is framed in Critical Theory (CT) as its overarching theoretical framework. CT is concerned with critiquing the gender-ascribed stereotypes that propagate the challenges confronting female secondary school principals. CT is also concerned with advocating for social justice and social reforms. Fifteen (15) female principals were conveniently selected from Lesotho's three geographical regions: lowlands, foothills and highlands. The rationale was to identify any differences ascribed to specific geographical regions, which differ not only in geographical features but also in socio-economic status and traditional values. Semi-structured interviews were used to generate data, and a deductive thematic analysis approach was used to analyse the data. The study revealed that female secondary school principals experience various challenges, some aggravated by the conditions prevalent in the highland areas. The challenges included the teachers' resistance (both males and females) to follow instructions, difficulties in disciplining boys and sexual harassment. The study recommends teacher induction and sensitisation, community sensitisation, and the induction of female principals themselves as possible strategies that could mitigate the challenges faced by female secondary school principals in Lesotho. [ABSTRACT FROM AUTHOR]

Gender role congruity theory emphasizes the ubiquity of male-typed leadership schemas as barriers to female leaders' career development (i.e., descriptive stereotypes); however, the expectation of female leaders' fulfilling their gender role (i.e., prescriptive stereotypes) has received limited attention. Extending this line of research, we propose the concept of female-typed leadership schemas and suggest that the (mis)match between female CEOs' gender-stereotyped behavioral differences (agentic vs. communal) and female-typed leadership stereotypes helps explain the prescriptive gender stereotypes that women face in the CEO post-succession stage. Using data from 251 female CEO succession events at publicly listed firms on the Shanghai and Shenzhen Stock Exchanges from 2007 to 2017 in China, we found that the risk-taking behaviors of new female CEOs may lead to a perceived mismatch between prescriptive gender-stereotyped expectations and the actual behaviors of female CEOs as top leaders, increasing their likelihood of being dismissed during the post-succession process. Moreover, gender inequality beliefs in local contexts and adverse selection at the time of succession amplify the gender-stereotyped attribution. This study contributes to the female leadership and ethics literature by developing a comprehensive theoretical framework to test how female-typed leadership stereotypes hinder the career development of women in top executive positions. [ABSTRACT FROM AUTHOR]

ABSTRACT Children's social preferences are influenced by the relative status of other individuals, but also by their social identity and the degree to which those individuals are like them. Previous studies have investigated these aspects separately and showed that in some circumstances children prefer high‐status individuals and own‐gender individuals. Gender is a particularly interesting case to study because it is a strong dimension of social identity, but also one of the most prevalent forms of social hierarchy, with males conceptualised as superior to females, by adults and children alike. Here we directly asked how children's social preferences are influenced by status (winner or loser of a zero‐sum conflict) and winner gender (female or male) in different scenarios (same or mixed‐gender). In Experiment 1, children saw same‐gender conflicts between two females or two males and they displayed an overall preference for winners. In Experiment 2, participants watched two mixed‐gender conflicts, one where the female prevailed and one where the male prevailed. In this case, children chose the winner, but only when they had the same gender as themselves. Experiment 3 confirmed that children preferred own‐gender individuals in the absence of conflict or status. Overall, children are sensitive to the relative status of other individuals and use this information to make social decisions. However, preschoolers do not prefer just any individual who wins access to a resource. They preferred dominant individuals, but only when they were of their own gender. This suggests that children's dominance evaluations are modulated by children's social identity. [ABSTRACT FROM AUTHOR]

This mixed-methods study examines the marketing of, and toxic ingredients found in, common personal care products (PCPs) such as shampoos or deodorants that are sold in the United States. Through qualitative analyses of the messaging presented by PCP packaging and quantitative analyses of the prevalence of toxic ingredients by product and target consumer, we reveal what we term “toxic personal care”: the usage of products sold to consumers as minimally necessary, and perhaps even beneficial, to their personal well-being through gendered messaging, yet introduce consumers to chemical toxicity. Supporting research on postfeminist sensibilities, we find that products marketed to women are no more likely to contain toxic ingredients than those marketed to men, nor do lower-priced products contain more toxic ingredients. Instead, product descriptions perpetuate a “cult(ure) of confidence” that not only encourages the usage of PCPs equally across women and men through drawing from traditional gendered stereotypes, but also masks the similarities in ingredients and toxins. These findings have implications for understanding consumption, well-being practices, gendered marketing, and constructions of confidence in the United States, including monetary and possible health costs to consumers. [ABSTRACT FROM AUTHOR]

This article explores the concept of toxic masculinity in The Witch Elm (2018), a novel by Tana French, using R.W. Connell's theory of hegemonic masculinity and Amy Wharton's sociology of gender frameworks. The research focuses on the protagonist, Toby, who shows toxic masculine traits such as emotional suppression, independence, aggression, and vulnerability avoidance. The study uses qualitative descriptive analysis, examining key scenes in the novel in which these behaviors manifest, especially in relation to family and romantic partners. Through this analysis, the findings reveal how toxic masculinity not only contributes to Toby's deteriorating mental health but also isolates him emotionally, resulting in damaged relationships and increased psychological distress. Ultimately, the article concludes that toxic masculinity extends emotional isolation, reinforcing harmful gender norms that prevent men from seeking support or expressing vulnerability. The research contributes to a broader discourse on how societal expectations of masculinity negatively impact individual males while continuing gender inequality. The study highlights the importance of challenging these norms to foster healthier emotional expression, stronger relationships, and more fair gender dynamics in society. [ABSTRACT FROM AUTHOR]

The portrayal of female villains in media and movies has evolved significantly, as evidenced through the lens of Stuart Hall's representation theory and film analysis concepts. Traditionally confined to one-dimensional roles perpetuating gender stereotypes, contemporary cinema showcases multi-dimensional characters like those in Cruella, challenging societal norms and defying traditional gender expectations. By employing narrative and non-narrative film analysis techniques, these characters are revealed as agents of subversion and empowerment, embodying a new archetype of female villains characterized by individual agency and autonomy. However, despite this progress, the lingering impact of gender stereotypes persists, influencing how female villains are depicted on screen. Thus, ongoing critical analysis and advocacy for more diverse and authentic representations of women in media remain crucial. [ABSTRACT FROM AUTHOR]

The pressing need to promote gender equality in today's globalized society is underscored in Sustainable Development Goals and juxtaposed with the goal of cultivating global citizenship. Despite these efforts, mainstream post-colonial discourse on Maghrebi women categorizes them as less citizens neglecting 'the complexity' of their lives and experiences. The scarcity of research that depicts Algerian women's experiences along with the treatment of the topic of gender as 'taboo' restricted opportunities on researching this important category of society. While there are numerous studies conducted in the Algerian context on female's stereotypical depiction and invisibility in school textbooks, the discussion of the topic remains ahistorical. It relegates the status of women as 'the oppressed' which runs the risk of reproducing colonial epistemologies. Guided by Goffman's gender stereotype theory and Multimodal Critical Discourse Analysis conceptual framework, the paper draws on data collected from four standardized English language school textbooks that are currently used in Algeria. The textbooks content affirms the 'subaltern' categorization of Algerian women through emphasizing their deagentialization, dependence, and disempowerment. These findings have implications for gender equity in Algeria, the Maghreb, and the broader North Africa contexts. [ABSTRACT FROM AUTHOR]

Background: Students' recognition beliefs have emerged as one of the most important components of engineering role identity development for early‐career undergraduate students. Recognition beliefs are students' perceptions of how meaningful others, such as peers, instructors, and family, see them as engineers. However, little work has investigated the experiences that facilitate recognition beliefs, particularly across the intersections of race, ethnicity, and gender. Investigation of these experiences provides ways to understand how recognition may be supported in engineering environments and how White and masculine norms in engineering can shape marginalized students' experiences. Purpose: We examined how specific experiences theorized to promote recognition are related to recognition beliefs for students at the intersections of race, ethnicity, and gender. Based on self‐reported demographics, we created 10 groups, including Asian, Black, Latino and Hispanic, Indigenous, and White cisgender men and Asian, Black, Latinè/x/a/o and Hispanic, Indigenous, and White ciswomen, trans, and non‐binary individuals. This article describes the patterns within each intersectional group rather than drawing comparisons across the groups, which can perpetuate raced and gendered stereotypes. Methods: The data came from a survey distributed in Fall 2017 (n = 2316). Ten multiple regression models were used to understand the recognition experiences that influenced students' recognition beliefs by intersectional group. Results: There is no one‐size‐fits‐all approach to developing students' recognition beliefs. For example, family members referring to the student as an engineer are positively related to recognition beliefs for Asian, Black, Latino and Hispanic, and White cisgender men. Friends seeing Asian and White marginalized gender students as an engineer is predictive of recognition beliefs. Other recognition experiences, such as receiving compliments from an engineering instructor or peer about their engineering design and contributions to the team, do not influence the recognition beliefs of these early‐career engineering students. Conclusion: This article emphasizes the need to draw on multiple experiences to support the equitable development of early‐career engineers across race, ethnicity, and gender, and reveals patterns for recognition that may support future scholarship on effective classroom practices for recognition. [ABSTRACT FROM AUTHOR]

Organizations have started more progressively using and offering family benefits including parental leaves to address the issues of balancing work and family life. Although such leaves are fundamental for supporting, attracting, and retaining women, we examine whether such leaves may also inadvertently affect women's careers in occupations that overly value masculine traits, unless managed carefully. Drawing on the literature on gender stereotypes (micro factors) and occupation gender type (macro factors), we argue that longer (vs. shorter) parental leaves negatively affect women's work outcomes (i.e., annual income, salary recommendation, hireability, and leadership effectiveness) in men-dominated but not in women-dominated occupations because it lowers perceptions of women's agency. We find support for our hypotheses across three studies in the Australian context with an archival data set and two experiments. Our work shows that men-dominated organizational structures reinforce traditional gender stereotypes, whereas such reinforcement does not happen in women-dominated organizational structures. Our research equips leaders and organizations with insights into the unintended negative consequences of parental leave for women. This understanding serves as a crucial first step in developing strategies and programs to mitigate these effects, thereby supporting women in men-dominated occupations and fostering more inclusive and healthy workplaces. [ABSTRACT FROM AUTHOR]