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Under-representation of women in policing is a global phenomenon, with considerable commonality in barriers to career success and differential career experiences compared to men. Through a comparative analysis utilising unique survey and interview data with female and male senior police leaders in England and Wales, this paper considers whether cultural and structural barriers persist and how they are experienced by gender; examines the challenges encountered en route to senior rank; and considers how similarities or differences by gender impact upon careers. The findings are considered to have world-wide relevance, demonstrating that those officers achieving seniority tend to share similar career experiences whatever their gender, particularly at the highest ranks. Leadership styles emerge as homogenous with agentic traits and traditional styles persisting. Costs to achieving higher rank appear to differ by gender however, and access to senior rank is revealed as dependent upon engaging in traditional behaviours including a long-hours culture and ensuring family does not reduce work capacity, effectively promoting a 'child-tax' upon female policing leaders. It thus appears that a widespread and global tacit acceptance of policing as a male-dominated profession endures, impacting on female advancement compared to men. [ABSTRACT FROM AUTHOR]

This article explores the hidden gendered curriculum concealed in the texts, exhibitions and other structural devices of museums and what they teach visitors to see and think. Grounded in conceptualisations of culture, representation, and language, past feminist studies of museums and applying feminist visual discourse analysis (FVDA) we found hiding in plain sight in public museums in Canada and England a diversity of 'languages' that subversively aggrandised masculine power and privilege and (re)inscribed negative or limited understandings to women which we argue as feminist adult educators have epistemic, identity and agency consequences. We also argue that whilst museums are trying to address often centuries old exclusionary gendered practices progress is slow because these practices are so embedded and unconscious and reflect pervasive social notions of 'common sense'. Our study makes an important contribution to feminist museum studies by rendering visible a web of complex structural and textual gendered biases and to adult education. By adding museums to our curricula we can provide our students with a visual and immersive way to hone the critical visual literacy skills needed to understand more fully how both seen and unseen languages operate not just in the museum, but across society. [ABSTRACT FROM AUTHOR]