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Do ministers face gender discrimination in their career paths after entering presidential cabinets? Departing from past studies, which find little evidence of gender discrimination in more established democracies in Europe and the Americas, we argue that political experience can have a gendered effect on cabinet careers in newer democracies outside the West. Using fixed effects and matching designs, we analyze original data on the careers of 1,374 ministers from all major presidential democracies in Asia. Investigating the patterns of “cabinet promotions,” where ministers transfer from their initial cabinet appointment to a higher-prestige post, we confirm the null direct effect of gender in this new context. However, we also find important gender differences based on political experience, which helps women’s upward mobility in cabinets more than men. The finding that pathways to higher office differ by gender adds to our understanding of women’s representation in society.

Understanding and accepting gender bias especially at the workplace is crucial to ensure more participation not only of women but also men in diversified roles irrespective of their genders. This will bridge the gap between talent and opportunities, increase productivity, widen the talent pool and encourage personal and professional growth. Gender equality is not a women issue but a human issue that affects everyone. The women were more susceptible to the pandemic-induced challenges due to already existing gender and economical inequalities. Most of them were negatively hit and their financial, social and financial status became vulnerable due to loss of livelihood, family condition and mental and physical health challenges. The Maternity Act is undoubtedly a great step towards empowering women but more needs to be done to make the ecosystem more conducive for their overall well-being. Flexible workplace policies, more benefits and special provisions will be instrumental to ease the burden on them. The need is not only to draft favourable work policies but also to make key stakeholders aware of the unconscious biases and prejudices that exist. The target of equitable development can only be achieved through a sensible, collaborative, and responsible approach.

Experts are prevalent and persuasive in modern media coverage of politics. The perceived competence of experts makes them popular sources in the media, and their statements can in some cases move citizens’ policy opinions substantially. However, men are generally used far more as experts than women are. Because of this predominance of male experts and general biases against women, we theorize that media audiences may find women to be less competent and consequently less persuasive as experts on policy issues. We investigate this through two experiments embedded in a survey with more than 2000 respondents in Denmark. Despite advances in gender equality, women are still in the minority among experts used in the Danish news media. However, despite this current gender imbalance, we find no gender biases against women as policy experts among the Danish news media audience. There are no significant differences in the perceptions of the competence of male and female experts, and the persuasiveness of the experts are also unrelated to the gender of the expert. These results hold across different policy issues, and across practically all demographics within the media audiences. These results are relevant both to the study of gender representation in the mass media, and to the study of gender biases more generally. Furthermore, the results are important for discussions on news media selection of experts.

The purpose of this study was to explore the status and experiences of women in collegiate choral conducting positions. Out of all collegiate choral conductors ( N = 992) at institutions accredited by the National Association of Schools of Music in the United States, 68.65% ( n = 681) were men and 31.35% ( n = 311) were women at the time of this study; I invited the women collegiate choral conductors to serve as study participants. Ninety-six respondents completed an online survey, resulting in a response rate of 30.86%. I collected data through a researcher-designed survey. First, I asked respondents to provide demographic information and respond to Likert-type and open-ended prompts related to three domains: gaining entry into the profession, navigating the profession, and issues surrounding gender. I analyzed data through descriptive statistics and qualitative methods of assigning codes, combining codes into themes, and displaying the data. I addressed general discrepancies in the self-reported attitudes of respondents. Although women reported an overall attitude of satisfaction as choral conductors in their Likert-type responses, many respondents detailed several instances of gender discrimination and other challenges in their open-ended responses. Implications for the music profession, including specific strategies to help empower women in collegiate choral conducting settings, are discussed.

Gender sensitivity aids as a probable solution for facilitating female talent in an organization. This study measures gender sensitivity by applying multilevel modeling in hotel industry with a twofold objective: to identify explanatory predictors at the organizational level as well as to check whether insensitivity is the result of inherent bias in the industry at the individual level. Primary data were obtained from 355 employees and 10 HR (human resource) managers of both five and four-star hotels of Udaipur, India. Since 19.132% of the variation in gender sensitivity lies among the hotels and variation at the individual level is 8.731%, the data is analyzed through hierarchical linear modeling. Perceived gender bias (PGB) and human resource policies and practices (HRP) were found to be both significant and enough to explain variation in gender sensitivity among hotels. Also, an inverse and significant relationship between perceived gender bias (PGB) and perceived gender sensitivity (PGS) and a positive and significant relationship between PGS and HRP were identified.

This review aimed to synthesise studies examining the presence of gender stereotypes and biases expressed by young children aged 3–5 years, with a focus on informing early childhood settings. Our review located only 21 separate studies in 16 articles, highlighting a dearth of research in this area. There was substantial heterogeneity in the operationalisation of gender stereotypes and biases. There was evidence that children in early childhood are aware of, and can apply, gender stereotypes. There was also evidence of the malleability of these biases and stereotypes. The social and cultural environment plays a large role in defining the cues by which young children classify on the basis of gender. Research is needed to understand ways to support the establishment of equitable gender attitudes amongst children in early childhood, as this could deliver important benefits to individuals across their lifetime, as well as society more broadly.

Global racism and colorism, the preference for fairer skin even within ethnic and racial groups, leads millions of women of African, Asian, and Latin descent to use products with chemical ingredients intended to lighten skin color. Drawing from literatures on the impact of chronic and situational disempowerment on behavioral risk-taking to enhance status, we hypothesized that activating feelings of disempowerment would increase women of color’s interest in stronger and riskier products meant to lighten skin tone quickly and effectively. In two experiments (Experiment 1: N = 253 women and 264 men; Experiment 2: replication study, N = 318 women) with distinct samples of Indian participants, we found that being in a state of psychological disempowerment (vs. empowerment) increased Indian women’s preference for stronger and riskier skin lightening products but not for milder products. Indian men’s interest in both types of products was unaffected by the same psychological disempowerment prime. Based on these findings, we recommend increased consideration among teaching faculty, research scholars, and clinicians on how feeling disempowered can lead women of color to take risks to lighten their skin as well as other issues of intersectionality and with respect to colorism. We also encourage the adoption of policies aimed at empowering women of color and minimizing access to harmful skin lightening products.

Gender segregation is ubiquitous and may lead to increased bias against other-gender peers. In this study, we examined whether individual differences in friendships with other-gender children reduce gender bias, and whether these patterns vary by gender or ethnicity. Using a 1-year longitudinal design ( N = 408 second graders [ Mage = 7.56 years] and fourth graders [ Mage = 9.48 years]), we found that, across groups, gaining more other-gender friendships over the year led to (a) increased positive cognitive-based attitudes toward the other gender and (b) increased positive and decreased negative affect when with the other gender. We also tested the reverse pattern and found support for a bidirectional link. Girls and Latinx children often showed more gender bias than did boys and European American children. Implications for promoting positive relationships between girls and boys are discussed.

In this article, the authors take a reflective, self-study journey that digs into their own embodied literacies as Chicana feminist literacy researchers. Chicana/Latina feminisms offer an/other angle for exploring embodied literacies and are one way to center bodies and knowledge from the margins. The authors emphasize Anzaldúa’s concept of geographies of selves as an entry point for theorizing the embodied literacies of Chicanas/Latinas. To support this excavation process, the authors demonstrate how autohistoria-teoría, as a methodological approach to literacies, can be used to locate, narrate, and document the embodied literacies of Chicanas/Latinas. The findings demonstrate how places and people shape knowledge and ways of reading the world and thus impact the literacies imprinted on bodies.

Stewart-Williams and Halsey provide an unusually broad synthesis of the enormous literature on gender gaps in hiring, letters of recommendation, mathematical and spatial abilities, email appointment-making, people vs things orientation, within-gender variability, salaries, occupational preferences, and employment discrimination. They argue that sociocultural factors, while important, cannot by themselves account for the entirety of these gaps. In addition, they argue that factors resulting from evolutionary origins, cognitive ability gaps at the extreme right tail of the distribution, and underlying gender differences in abilities, preferences, and values are needed to explain why women are less well represented in the most math-intensive fields. In our commentary, we reprise our own recent synthesis (unpublished) of gender gaps in six domains (letters of recommendation, academic hiring, salaries, teaching evaluations, journal acceptance rates, grant funding success) and put our results in the context of these authors' arguments.

The case is focused on the difficult challenges faced by a second-year MBA Capstone Project Team at the Suleman Dawood School of Business, Lahore University of Management Sciences in Pakistan. The project deadline is closing in; however, the team is facing serious work-related and interpersonal issues with detrimental consequences for the team dynamics and ultimate success of the project. As one of the founding members of the team, Musa is perplexed and confused about how to resolve the conflicts in the team, which has divided into two factions due to the mishandling of the situation by another team member, Elias. The faculty advisor to the team has called an emergency meeting, and Musa wants to find a way out of the current crisis to complete the project successfully. The case also illustrates gender-based biases that may surface in specific cultural contexts.

There is a lot of evidence about gender bias in the media, but not clear evidence about its causes. In this article, we study the influence of journalist’s gender and editor’s gender on gender bias in the Chilean press through time. Based on content analysis of 2,645 news articles from Chilean leading newspapers and logistic regression, results confirm the relevance of gender of both journalists and editors on the presence of gender bias in the Chilean press, being a permanent behavior through time. Our research suggests that the more women in the newsrooms, the greater women’s representation by the news media.

There has been extensive discussion about gender gaps in representation and career advancement in the sciences. However, psychological science itself has yet to be the focus of discussion or systematic review, despite our field’s investment in questions of equity, status, well-being, gender bias, and gender disparities. In the present article, we consider 10 topics relevant for women’s career advancement in psychological science. We focus on issues that have been the subject of empirical study, discuss relevant evidence within and outside of psychological science, and draw on established psychological theory and social-science research to begin to chart a path forward. We hope that better understanding of these issues within the field will shed light on areas of existing gender gaps in the discipline and areas where positive change has happened, and spark conversation within our field about how to create lasting change to mitigate remaining gender differences in psychological science.

Colorblind ideology provides individuals with numerous ways to minimize racism. This poses a challenge for instructors who teach about race and racism as students deploy this ideology to derail classroom discussions. Student resistance may be amplified when discussing microaggressions because students often characterize focusing on microaggressions as being “too sensitive” or trying to see racism where it does not exist. This article details a demonstration that attempts to move students past the too-sensitive argument so they can understand the complexity of microaggressions. An analysis of anonymous student reflections shows that the activity successfully conveys the cumulative impact of microaggressions, demonstrates how racism is embedded in everyday interactions, and encourages students to reflect on their own role in perpetuating and ending racism. In short, the demonstration helped students understand the structural and cumulative nature of microaggressions by combating the too-sensitive argument and encouraging a critical examination of racism.

The purpose of this study was to compare the concert band assessments of male-directed ensembles and female-directed ensembles in the state of Virginia. Data included overall ratings of male-directed and female-directed bands ( N = 3,229) that performed at District Concert Assessments held across the state in the past 6 years (2013–2018), which were publicly available on the website of the Virginia Band and Orchestra Directors Association. Results showed a statistically significant association between ratings and director gender at both the middle school and high school levels. In both instances, male-directed ensembles were more likely to receive a I rating, whereas female-directed ensembles were more likely to receive a II rating. This association was more pronounced at the high school level. Implications include a need for further exploration of possible bias in band festival rating systems as well as increased sensitivity to equitable hiring and representation of women in the field of secondary band teaching.

This study sheds light on the underrepresentation of women as school principals by analysing which model (organisational or individual) is most identified with the gender differences in the quality of management found in favour of women principals. To do so, this study presents a model for the appointment of school heads in a two-sided market: demand and supply. On the demand side (organisational model), the presence of double standards, with respect to the promotion of women, would imply that higher bars are set for the evaluation of women. Alternatively, on the supply side (individual model), a potential lower self-efficacy perception among women could lead them to self-exclude from managerial positions. In both cases, the findings reveal only highly-skilled females as principals and a gender gap in principal positions. By using the World Management Survey (WMS), data indicate that female principals are associated with higher management quality, which confirms the presence of barriers to female promotion. Exploration of the market side responsible for these barriers found that only the demand side is significant, which signals the double-standard argument. This supports the argument that changes in the principal selection process should be implemented for the maximisation of the available pool of talent.

While ethnologists have long noted that females lack access to social capital across cultures, the magnitude of this effect is rarely examined. Here, we investigate the nature of gender bias in one dimension of social capital, reputation. We extract data on reputations from the electronic Human Relations Area Files (eHRAF) database, specifically the societies in the Standard Cross-Cultural Sample, and analyze whether there are fewer instances of feminine reputation relative to masculine reputation. In addition, we assess whether aspects of social structure or institutional biases in the production of ethnography affect the rate at which feminine reputations occur. We find that (a) most reputations are gendered male; (b) patrilocality and matriliny increase the rate at which feminine reputations occur, while patriliny decreases their occurrence; and (c) as female authorship increases over time, inclusion of feminine subject matter increases, which resulted in a greater incidence of feminine reputations. Ultimately, our analyses highlight the need for increased focus on feminine subject matters and gendered social capital in the discipline of anthropology.

This study examines female graduates ( N = 616) from seven honors colleges in the Northeastern United States and the relationship between attending a New York City (NYC) selective specialized public high school and graduating with a science, technology, engineering, and mathematics (STEM) degree from an honors college. A causal-comparative study design was applied. The study found a significant difference ( p < .05) in choice of college major (STEM vs non-STEM) between participants who graduated from a NYC selective specialized public high school and those who graduated from any other high school. These results support a positive relationship for female students between attending a NYC selective specialized public high school and graduating from an honors college with a degree in STEM. The implications of providing an appropriately challenging education for gifted female students are discussed.

In current research and theoretical models that address racial inequity or gender disparities in gifted education, there is a missing narrative around high-achieving/gifted Black girls and their experiences, as well as their disproportionate underrepresentation in gifted programming, services, and Advanced Placement (AP) courses. This article highlights literature on adolescent gifted Black girls, in addition to exploring barriers and issues of marginalization that constrain the talent identification and development of this population. The study explores the narratives of gifted Black women and explores their counternarratives using Critical Race Theory and Frasier’s Talent Assessment Profile (F-TAP) framework. The article urges educators to use an intersectional lens to understand and address the needs of adolescent gifted Black girls, and provides practical tools to identify and develop talent.

In this article, we explore the interrelated phenomena of teachers’ paternalistic aims and their misattributions of the agency of their students within particular schooling contexts of systemic racial injustice in the United States. We argue that, because teachers in these contexts assess agency in patterned, predictable ways that stem from – and reify – preexisting unjust patterns of oppression, teachers are unreliable evaluators of the conditions necessary for just punishment. To build this argument, we explore a complex case in which authorities regularly fail to meet these conditions: the punishment of Black girls in low-income, urban, predominantly non-White primary and secondary schools in the United States. Through our analysis, we offer a new concept, excess agency misattribution, which raises serious questions about subjective justifications for punishment in contexts of entrenched injustice. By delineating how the perceptions of teachers influence both the putative justifying aims and targeted recipients of punishment, we demonstrate how the existing terrain of school punishment practices ought to affect our normative reasoning about the fairness of punishment in these contexts.

Accountability policies incentivize school districts to close achievement gaps on standardized tests of math and reading, but these policies omit one prominent student dimension: gender. According to the “mixed” evidence on male–female gender gaps in math test scores, a gap advantaging males may be opening early in elementary school, but the dominant evidence—standardized testing—does not reveal this emergence. In contrast to math, the evidence for the reading gender gap favoring females is clearer, but there too the apparent female advantage may not be as large as it seems. Looking across well-established large-scale tests in math and reading, this article looks to explain why some gender gaps emerge and how policymakers can help mitigate the gaps. One of the most consistent predictors of gaps in both math and reading is gender bias. Focusing on gender gaps in tests is counterproductive to actual gender equity in education, which will require a much stronger focus on uncovering and addressing gender bias.

The underrepresentation of female Administrators in higher education is not decreasing even though education continues to be a field dominated by women. The overall percentage of women leading colleges and universities in the United States remains disproportionately low at 26%. This ambiguous case study examines whether or not the Higher Education Administration continues to perpetuate gender inequalities through simplistic and, often times, unconscious hiring and mentoring practices scaffolding upon good intentions.

There is growing interest in the role that principals play as school leaders. Exploring how principals build their professional leadership identity is crucial to understanding their influence on school performance. A systematic review was conducted to examine how educational leaders develop their professional identity. Our objectives were: (a) to identify the factors that determine how educational leaders develop their professional identity; (b) to identify shared traits of educational leadership identity; and (c) to describe the implications that the results obtained may have for research and professional practice. A literature search on Web of Science (WOS), SCOPUS and Education Resources Information Center (ERIC) yielded a total of 38 articles published in international journals. Thematic analysis was conducted using the Nvivo software package. Emerging topics include: leadership identity of school principals as the key to educational success; influence of politics and context on the construction of principals’ professional identity; race- and gender-based barriers to the development of leadership identity; and the influence of experience, training and transition on the construction of a professional leadership identity.

Many commonplace stories, including the authors and those they have heard, substantiate a critical and undeniable truth: marginalized and underrepresented students’ development through the science, technology, engineering, and mathematics (STEM) pipeline is centered on race and gender and is impacted by (un)intentional and (in)formal interactions with other variables. A noticeable issue in STEM and gifted education is the poor presence of Black girls. We contend that for females, the disconnect between grades, class performance, and interest is all too familiar. This is true even if they are gifted, and especially for Black girls. This article is written with the resolve to address the underpinning complexity of contemporary challenges of underrepresentation of gifted Black girls in STEM, which are rooted in intersectional issues of race and sex discrimination. We address barriers and offer recommendations for change, mostly grounded in relevant theories.

The claim that “anything is possible in women’s sports” frequently employed by both sports journalists and general audiences highlights the widespread perception of a seemingly uncontested truth about female athletes and their (in)ability to perform consistently at peak levels in comparison to male athletes. We focus on this treatment of female athletes in the world of women’s tennis and contest the “common sense” and “experience” justifications of the unpredictability in women’s sports with actual data to reveal clear media bias. Utilising a database of the Association of Tennis Professionals and Women’s Tennis Association tournaments dating back to the late 1960s and covering approximately 225,000 fully described matches, we examine the “anything can happen in women’s tennis” assumption through logistic regression, focusing on the effect of rank differential on the winning probability in the match while controlling for other factors (tournament type and stage, court surface, age differential, and elite players). The results are rather shocking. The women’s matches do not show higher instability or lower predictability at all, but rather the contrary—the men’s matches show lower dependence on the rank difference. The results are robust as checked for data sets of the year 2000 onwards and those including only special events such as Grand Slams.

Is it time to retire the “female composer” label? While music educators would perhaps like to think society is beyond the need for such labels, gender inequity exists in programming, publisher’s offerings, and college programs. This article considers some of the arguments advanced to explain these inequities and the social/systemic biases that consideration of this topic necessarily involves. Finally, the author suggests paths and some resources for those interested in seeking out and advocating for excellent music that happens to be composed by women.

A higher candidate turnover among women may be one of the reasons why quota rules seldom succeed in attaining full legislative parity. This proposition is tested on the basis of a longitudinal analysis of 11,678 candidates for legislative elections during the period 1987–2019 in the Flemish region of Belgium. It is shown that male candidates have shorter careers than women, contrary to expectations. The duration of the career as a candidate depends on the electoral performance, but only for men. In the long run, the introduction of a strict quota rule prolongs the candidate careers of both men and women, but the effect for women is much stronger. This finding contradicts the allegation that quota lead to an influx of unmotivated women candidates with a high turnover.

We report on the findings from an in-class experiment that represents a learning innovation which can enable classroom-based conversations about bias in the domain of entrepreneurship. More specifically, the present learning innovation explores gender bias in venture funding with regard to entrepreneurship. In an introduction to entrepreneurship class, we randomly assigned students to one of the three experimental conditions—students evaluated an executive summary for a venture either written by a woman, or a man, or one in which the gender was neutral (i.e., the control group). Students acted as if they were considering an investment and reported whether, for example, the executive summary was well written as well as how much equity they would want in the venture as a potential investor. Overall, these results provide evidence consistent with the inference that the students sampled in this study did not use gender as a decision-making heuristic when evaluating entrepreneurial opportunities. We discuss the results of our experiment and describe (a) how to replicate this activity, (b) how to discuss this in the classroom, and (c) how to adapt this activity to explore other types of bias (e.g., race, ethnicity, weight-based, etc.).

In this article, we present the development and validation of the Perceived Subtle Gender Bias Index. Given the inherent difficulty in identifying and measuring the perceptions of subtle gender biases, this index provides researchers and interventionists with a tool that does not require participants to identify/label an event as a gender bias incident. We used a mixed method and constructivist approach that prioritized and privileged the voices and experiences of women in science, technology, engineering, and mathematics (STEM). The current article describes two studies: (1) index development and (2) index refinement and validation, using a national survey of women academics ( N = 882). Findings support a four-subscale structure, including perceived gender inequity, collegiality, mentorship, and institutional support. Methods and analyses support face, convergent, discriminant, and predictive validity for the use of the index among academic faculty women. Additional online materials for this article are available on PWQ’s website at http://journals.sagepub.com/doi/suppl/10.1177/0361684319877199

In the last few decades, US Supreme Court rulings have made strides for the advancement of the LGBT community. However, this community has yet to enjoy equality in the workplace due to its exclusion from Title VII protection. This article details the recent conflict between the Equal Employment Opportunity Commission (EEOC) and the Department of Justice in interpreting Title VII and how this conflict may make it difficult for the Supreme Court to reach a broad ruling concerning sex discrimination under Title VII. The EEOC relies on Supreme Court precedent concerning sex stereotyping to extend Title VII protection to sexual orientation while the Justice Department employs a textualist argument to support a narrow interpretation of sex. However, changing societal norms and advancing neuroscientific research support the conclusion that sexual orientation, gender identity, and expression is included under “sex” even when using textualism to interpret Title VII. Given that the Supreme Court is unlikely to defer to the EEOC’s interpretation, these arguments stemming from the social sciences may provide the support the Court needs to justify a decision to end employment discrimination against the LGBT community and gender nonconformists in a way that is consistent with the positions of both the EEOC and the Justice Department.

Although increasing attention has been given to the disproportionate discipline of Black students in general, the specific needs of Black girls have often been overlooked. This article encourages school leaders to analyze how discipline policies are often problematic for Black girls. The article provides a case narrative to illustrate the issue and describes current discipline policy trends. The article recommends school leaders attend not only to implicit biases, but also to their legal requirements to protect Black girls from uneven, culturally biased practices. The article concludes with “Teaching Notes” instructing leaders how to hold courageous conversations to support Black girls.

Business communication instructors can improve their own instruction about networking online given further understanding of the gender gap among LinkedIn users. An analysis of the rhetoric of magazine advice articles finds gendered differences in the representation of LinkedIn to readers. Examining how publications talk about LinkedIn leads to guidance on how instructors can discuss LinkedIn and gender in the classroom. The article suggests instructors can modify or create assignments to address potential gender usage patterns.

Whereas overt forms of discrimination against women at work have decreased over time with the passage of formal antidiscrimination laws, implicit biases against women still plague organizations. To understand how implicit biases may appear in the workplace today, we examined how dissimilar outcomes may emerge for men and women leaders when their self-ratings differ from others’ (e.g., subordinates, peers) ratings. Drawing upon role congruity theory of prejudice toward female leaders and the status incongruity hypothesis, we theorized and found that women who overrated their leadership behaviors received lower performance ratings and higher perceived risk of derailment scores from their supervisors than did women who underrated their leadership behaviors. Men, however, experienced fewer negative consequences (than women) when they overrated. Given these findings, especially in light of discovering that most self–other agreement (SOA) research does not explicitly address gender as a main variable of interest, we question some of the field’s previous findings. We discuss the implications of our results for both practice and research regarding how SOA plays a role in the development of one’s career, highlighting the potential importance of implicit gender biases.

The present article looks at gender bias and sex trafficking interventions in the eastern border of India–Nepal. It attempts to understand the socio-economic conditions and other influencing factors that circumscribe a woman’s migration. It documents the interventions by anti-trafficking networks and explores the experience of intercepted women. It attempts to show how interception methods as techniques of intervention to combat trafficking in persons are gender biased. Interception, as a primary method of intervention, is used by anti-trafficking organisations to prevent the occurrence of human trafficking cases in its origin/source country. On suspicion, a woman or a girl crossing the border alone or in all-female groups is stopped and intercepted by the anti-trafficking activists on the ground of her being a potential victim of sex trafficking. Such interception generally takes place within 3 km radius of the border of Panitanki, India, to Kakarbitta, Nepal in order to prevent the unsafe and illegal migration of girls/women. The cross-questioning method is used to extract information and validation about her identity and travel. This article, therefore, examines interception methods as techniques of intervention to combat trafficking in persons. It shows how this intervention method in certain aspect is patriarchal in its form. It reinforces the patriarchal belief of women’s vulnerability in the absence of male authority leading to discreet dangers.

Purpose: With the rise of the Latinx student population in the United States and the urgency to meet the needs of this diverse community, there has been an increased concern and interest in preparing more Latinx educators and school leaders. This study contributes to this knowledge base by centering the voices and experiences of four Latina school leaders in the United States. All of the school leaders were current or former school principals and/or assistant principals at the time of the study, with three being from Texas and one from California. Research Approach: Drawing on the methodological tenets of testimonio, this study asked: What are Latina school leaders’ professional experiences like, both positive and negative, given the intersectionality of their social identities? Utilizing intersectionality as a theoretical framework provided the means to analyze and understand Latina school leaders’ multiple social identities and the role that such identities played in their professional roles and career trajectories as school leaders within the larger context of educational politics and systemic inequities. Findings: Testimonios of participants centered on four themes related to how they confronted gender roles and expectations of motherhood, the criticality of mentorship, how they confronted and addressed racism and sexism, and harnessed bilingualism to empower self and others. Implications: Findings help inform those seeking to meet the needs of our growing Latinx student population, including school district administrators, current and upcoming school leaders, and those working to prepare a more diverse school leadership pipeline.

This study reports the results of a cultural competence self-assessment completed by students, faculty, and staff ( N = 299) at a Journalism and Mass Communications School at a predominantly White public university in the Midwest, where students had been demonstrating against cultural insensitive experiences on campus. Results reveal that all participants perceive themselves as fairly culturally competent, but perceive others as being less culturally competent. This finding, suggestive of a third-person effect, was especially pronounced among faculty. Despite high self-ratings, one out of 10 respondents reported cultural insensitive experiences, mainly dealing with sexism or racism. Implications and recommendations are discussed.

Using Sue et al.’s microaggressions framework, this qualitative study focused on the preparation experiences of 10 Black, female school leaders to examine how and in what ways identity, leadership, and discrimination were discussed in their administration preparation programs. We find participants were neither given space to explore their identities or experiences of discrimination nor did they learn strategies to address them. Instead, leadership was treated as an identity-neutral endeavor, and conversations regarding racial or gender differences were ignored or silenced. In these ways, the programs perpetrated various microaggressions excluding, negating, or nullifying participants’ experiences as Black female leaders.

In light of recent discussions on the importance of shared visions in teacher education, this inquiry raises necessary questions as to whose visions shape unified and shared visions, and whose remain absent, unspoken, or silenced in the margins. The starting point for this inquiry was a set of visions for music education in Nepal that were co-constructed with over 50 musician-teachers working in the Kathmandu Valley, during a series of 16 workshops guided by Appreciative Inquiry’s 4D cycle. Despite the challenges female musician-teachers encounter in their pursuit of music in Nepal, no reference to these injustices was apparent in the resulting shared visions. This inquiry therefore engages with the nature and possible causes of this lack of reference, leaning on economist and philosopher Amartya Sen’s (2009) idea of justice and social-cultural anthropologist Arjun Appadurai’s (2004) notions of the capacity to aspire and the capacity for voice. The critical (Kuntz, 2015) and reflexive (Alvesson & Sköldberg, 2009) work guiding this inquiry suggests that while the workshops were guided by the aim to be inclusive, the need to come to consensus when co-constructing shared visions both reflected and obscured the injustices experienced by female musician-teachers. The article concludes by offering insights for music teacher education.

This study examined the association of friendships and popularity with adolescents’ first-time involvement in a romantic relationship (referred to as romantic relationship debut). The aim of this article was twofold: first, to disentangle the unique effects of friendships and perceived popularity; second, to separate same- and cross-gender peer nominations. Specifically, it was tested whether same- and cross-gender friendships or same- and cross-gender popularity were more likely to increase the likelihood of romantic relationship debut. Using longitudinal data of 590 Dutch adolescents age 12 to 18 (57 % girls) from TRAILS (Tracking Adolescents’ Individual Lives Survey), results are consistent with the hypothesis that cross-gender friendships and cross-gender popularity increase the chances of a romantic relationship debut. Findings indicate that peer evaluations by cross-gender peers of both friendships and popularity account for adolescents’ romantic relationship debut.

Using a mixed methods approach, the current study tested whether an intervention, the Gender By Us® Toolkit, decreased implicit gender bias compared to a generic conversation. Researchers randomly assigned participants in the study to the intervention ( n = 11) or a generic conversation ( n = 12). Participants completed pre-, post-, and 2-week follow-up surveys. Valid psychometric instruments and t tests were used to assess group differences on the following measures: (1) the Social Dominance Orientation Scale, (2) the Neosexism Scale, and (3) the Modern Sexism Scale. Quantitative results showed the intervention group scored significantly higher on the Modern Sexism Scale at posttest than the control group ( p = .00), demonstrating increased acknowledgment of gender discrimination. Both groups also were asked open-ended questions related to the intervention and implicit gender bias. Qualitative results suggested that participants’ overall perception was that the intervention increased their awareness of implicit gender biases within themselves and their ability to identify biases in others, yet a comparatively low number of intervention participants retained the ability to identify an example of implicit gender bias at posttest. Findings may indicate the intervention had a small but positive effect on disrupting implicit gender bias.

The present research investigated the spontaneous reference to the criteria of competence, morality, and sociability in descriptions made by professional committees evaluating female and male employees’ work performance. We examined whether professional committees used different criteria in their performance appraisal of male and female employees and how gender of committee members influences this outcome. The evidence showed that men were primarily evaluated on the basis of their competence, while women were evaluated on the basis of their performance in all the three (evaluative) criteria. Interestingly, using mixed compared with same gender committee members resulted in higher use of competence-related terms rather than sociability and morality ones, regardless of gender of employees. Overall, the evidence reveals that mixed-gender committees provide similar appraisals of male and female employees based on competence, suggesting that they might be an effective way to reduce gender bias in the performance appraisals.

During the Middle Ages, most European polities operated under a norm that gave only the close male relatives of a monarch a privileged place in the order of succession. When no such heirs were available, succession disputes were more likely, with distant relatives and female(-line) heirs laying competing claims to the throne. These disputes often produced conflicts that destroyed existing institutions and harmed subsequent economic development. A shortage of male heirs to a European monarchy in the Middle Ages could thus have harmful effects on the development trajectories of regions ruled by that monarchy. We provide evidence for this by showing that regions that were more likely to have a shortage of male heirs are today poorer than other regions. Our finding highlights the importance of the medieval period in European development and shows how small shocks can work in combination with institutions and norms in shaping long-run development paths.

While most research explaining the persistence of gender inequality has focused on how decision makers’ own biases perpetuate inequities, a growing body of work points to mechanisms of bias that may arise when a decision maker is concerned with satisfying a third party or audience. Using data from 2007 to 2013 on 2,310 members of a popular networking organization for entrepreneurs, I examine the extent to which the presence of third parties leads to gender inequality in resource exchange, or connections to potential clients. I show that decision makers are most apt to favor male network contacts in exchanges involving a third party when considering whether to connect a contact in a male-typed occupation. Decision makers do not display this gender bias in exchanges that do not involve a third party or when sharing connections to potential clients with contacts in gender-neutral or female-typed occupations. This setting offers a unique opportunity to compare gender inequality in exchanges involving a third party with cases that do not involve a third party, providing direct evidence of the effects of audiences or third parties for gender inequality.