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Under-representation of subgroups of the population in clinical trials has been and continues to be a problem despite goals of academia, industry, and government. Older adults are among the groups that are under-represented in trials of medications that they are likely to receive once marketing approval has been received. Recent legislation that mandates that clinical trial participants be representative of patient population has been passed and creates hope that greater numbers of older adults will be enrolled in clinical trials and that they will be representative of "typical" geriatric patients. However, there is the need for collection of current data on disease prevalences with granularity as to age, gender, and race as well as geriatric co-morbidities to assess the representativeness of clinical trial participants relative to patient populations. Consensus on definitions and collection of data relevant to geriatric patient populations are needed to evaluate effects of comorbidities, frailty, cognitive and physical function. There will also be a need for expansion of the geriatric research workforce, facilities for research both in academic centers but also in the community and long-term care facilities, and for engagement with and involvement of communities that have been traditionally under-represented to conduct clinical trials that enroll truly representative patient populations.

ObjectiveTo describe the participation of racial and ethnic minority groups (REMGs) in gynecologic oncology trials.MethodsGynecologic oncology studies registered on ClinicalTrials.gov between 2007 and 2020 were identified. Trials with published results were analyzed based on reporting of race/ethnicity in relation to disease site and trial characteristics. Expected enrollment by race/ethnicity was calculated and compared to actual enrollment, adjusted for 2010 US Census population data.Results2146 gynecologic oncology trials were identified. Of published trials (n = 252), 99 (39.3%) reported race/ethnicity data. Recent trials were more likely to report these data (36% from 2007 to 2009; 51% 2013-2015; and 53% from 2016 to 2018, p = 0.01). Of all trials, ovarian cancer trials were least likely to report race/ethnicity data (32.1% vs 39.3%, p = 0.011). Population-adjusted under-enrollment for Blacks was 7-fold in ovarian cancer, Latinx 10-fold for ovarian and 6-fold in uterine cancer trials, Asians 2.5-fold in uterine cancer trials, and American Indian and Alaska Native individuals 6-fold in ovarian trials. Trials for most disease sites have enrolled more REMGs in recent years - REMGs made up 19.6% of trial participants in 2007-2009 compared to 38.1% in 2016-2018 (p < 0.0001).ConclusionLess than half of trials that published results reported race/ethnicity data. Available data reveals that enrollment of REMGs is significantly below expected rates based on national census data. These disparities persisted even after additionally adjusting for population size. Despite improvement in recent years, additional recruitment of REMGs is needed to achieve more representative and equitable participation in gynecologic cancer clinical trials.

In 1929, the United States limited the number of congressional districts for the House of Representatives to 435 seats through the Permanent Apportionment Act. At the time, the average number of people within a congressional district stood at around 280,000 persons. In the 2020 census, this number has risen to 761,000 people per district. As a result, the voting power of citizens has been diminished. Representatives also face issues including logistical challenges in providing aid and information to constituents due to large populations. Importantly, the 435-seat limit dilutes the voting power of the electorate by reducing representation in states that have disproportionately large populations. This article argues that the 435 limit enacted by the 1929 Permanent Apportionment Act and the current method of apportioning districts to each state conflicts with precedent set by the Supreme Court from the cases Reynolds v. Sims, 377 U.S. 533 (1964) and Wesberry v. Sanders, 376 U.S. 1 (1964). The 1929 Permanent Apportionment Act also violates the Fourteenth Amendment right to equal protection of residents who live in states with slow growth rates. This article will advocate for Congress to repeal the 1929 Permanent Apportionment Act and return to the practice of expanding the number of House seats every ten years, as well as lowering the size of each congressional district.&nbsp

Since the mid-19th century and until the 1964 study programme, students at the Madrid School of Architecture had to undergo various entrance exams for university. Women architects in Francoist Spain represented a mere 5% of the profession, a gender gap only overcome many years after the democratic restoration. Yet most of them did not consider feminism as a matter major concern, since the lack of freedom in Spain held greater importance for women that gender issues, which were relegated to a secondary position in public discussions. Starting in 1985, with the development of the Autonomous Regions in Spain and its accession to the European Economic Community, the country underwent a propound transformation. Former generations of women architects would then play a relevant professional role. This paper aims to expose, through the chronological sequence of their graduation—initially in a testimonial and isolated manner and later forming small networks—how their professional careers developed. This chronological approach, as well as a study of their links from a series of conversations with several women architects that studied and/or set their practice during the years of the democratic transition allows us to conclude that they were not only pioneers but also role models and mentors to each other. Their status as a determined minority is reflected in the relationships they established, with friendships and student complicity that accompanied them throughout their lives, as confirmed by their professional collaborations, comments, and vivid memories of their belonging to a group or community., Hasta la llegada del plan de estudios de 1964, el alumnado de la Escuela Técnica Superior de Arquitectura de Madrid tenía que pasar por distintas pruebas de ingreso en la carrera, como venía ocurriendo desde mediados del siglo XIX. En la España franquista, las mujeres arquitectas representaban un escaso 5% de una profesión, cuyos porcentajes de género se fueron equilibrando tardíamente, ya en la etapa democrática. Estas arquitectas no se plantearon el feminismo como tema central del debate público, ya que la falta de libertad en España era algo más importante para el colectivo femenino y las cuestiones de género quedaban en un segundo plano. A partir de 1985, cuando se desarrolla el sistema autonómico en España y se firma el tratado de adhesión a la Comunidad Económica Europea, el país sufre una gran transformación. Las primeras generaciones de arquitectas son las que participan como profesionales en dicha transformación democrática. Este artículo pretende exponer a través de la secuencia temporal de su graduación —primero de forma testimonial y aislada, y más adelante formando pequeñas redes— cómo se desarrollaron sus carreras profesionales. Este recorrido cronológico, así como el estudio de sus vínculos a partir de entrevistas con algunas de aquellas mujeres que se formaron o comenzaron a ejercer durante los años de la Transición, permite concluir que fueron, no solo pioneras, sino referentes y mentoras unas de otras. Su condición de esforzada minoría tiene reflejo en la relación que se establecía entre ellas, con unas amistades y complicidades estudiantiles que las han acompañado toda su vida, como confirman sus colaboraciones profesionales, comentarios y nítidos recuerdos de pertenencia de grupo o sentimiento de comunidad.

This study was designed to examine the relationship between teacher referral and the underrepresentation of CLD students in gifted education and to identify the factors that influenced teachers' decisions to refer CLD students to gifted services. Studies on the issue of disproportionality in gifted education in the United States have indicated teacher referrals can be a pivotal instrument in the identification of culturally and linguistically diverse (CLD) gifted students. However, previous research has shown teacher referrals of CLD students to gifted services may be influenced by the teacher's own explicit or implicit stereotypes or beliefs of their students' cultural or linguistic backgrounds. District level data from the 2021 school year were examined through a Pearson's correlation coefficient test and a survey was administered to teachers in three different grade levels to determine whether factors such as assessment scores, parent referral, student behavior, and teachers' prior experience with CLD predicted their decision to refer CLD students for gifted services. The survey included two open-ended questions that provided qualitative data on the traits that teachers most associated with giftedness in CLD students, as well as information on school division resources that teachers find to be most effective in supporting their referral of CLD students. The findings of this study revealed there was a relationship between teacher referral and the underrepresentation of CLD students in gifted education. No significant relationship was found between the factors listed in the survey and the teachers' decision to refer CLD students to gifted services. However, the frequency of teachers' responses to the Likert-scale questions in the survey indicated the teachers' strong consideration of assessment scores and prior experience with CLD students when recommending CLD students for gifted education. The implications of the study emphasized the need for structures that supp

Dismantling Institutional Whiteness: Emerging Forms of Leadership in Higher Education focuses on the experiences of women of color in leadership roles in higher education. Top roles historically have gone to white men, and leadership has not reflected the range of identities and people who make up higher education. Why? And why does this problem continue to this day? Most importantly, what can be done to bring about meaningful change? Dismantling Institutional Whiteness gathers a range of first-person narratives from women of color and examines the challenges they face not only at a systemic level, but also at a deeply personal level. Their experiences combined with research and statistics paint a sobering portrait of higher education’s problems when it comes to diversity, equity, and inclusion. Interspersed throughout their stories are practical suggestions for how to address inequity in higher education, and to give a voice to people who have been silenced and excluded. Whether a trustee, university executive, or faculty member at any level, this is essential reading for those interested in diversifying higher education leadership to ensure decisions reflect the priorities of all., https://docs.lib.purdue.edu/navigatingcareershighered/1000/thumbnail.jpg

Dismantling Institutional Whiteness: Emerging Forms of Leadership in Higher Education focuses on the experiences of women of color in leadership roles in higher education. Top roles historically have gone to white men, and leadership has not reflected the range of identities and people who make up higher education. Why? And why does this problem continue to this day? Most importantly, what can be done to bring about meaningful change? Dismantling Institutional Whiteness gathers a range of first-person narratives from women of color and examines the challenges they face not only at a systemic level, but also at a deeply personal level. Their experiences combined with research and statistics paint a sobering portrait of higher education’s problems when it comes to diversity, equity, and inclusion. Interspersed throughout their stories are practical suggestions for how to address inequity in higher education, and to give a voice to people who have been silenced and excluded. Whether a trustee, university executive, or faculty member at any level, this is essential reading for those interested in diversifying higher education leadership to ensure decisions reflect the priorities of all., https://docs.lib.purdue.edu/navigatingcareershighered/1000/thumbnail.jpg

Autism research offers many direct benefits to participants, and the conclusions from studies are often integrated into evidence-based policy and practice within healthcare and education systems. For decades, autism research has vastly underrepresented the experiences of minoritized racial and ethnic groups. Without representation in research, diagnostic tools and therapeutic interventions may not address the specific needs and strengths of diverse populations. Ultimately, this gap perpetuates health, economic, and educational disparities for populations who face “double vulnerability” due to the intersection of marginalized race and disability status. Underrepresentation of minoritized populations can be understood using the Social-Ecological Model (SEM), which characterizes influences on health behavior into policy, community, organizational, interpersonal, and individual levels. This project utilized the SEM to evaluate the underrepresentation of Black, Hispanic, Asian, American Indian, and Pacific Islanders in autism research. First, autism research enrollment was examined through the lens of the SEM. Second, participant enrollment at the University of California, Los Angeles’s Center for Autism Research and Treatment (UCLA CART) was assessed using annual enrollment reports. Third, solutions to address under-enrollment of minoritized racial and ethnic groups at UCLA CART were identified using the SEM. Promising and evidence-based solutions include: community engagement, patient navigation intervention, improved research design and recruitment methods, culturally-adapted intervention, and standardized data reporting.

Equal access in education has proven to be less than sufficient regarding academic success for all students (Atchison et al., 2017; Glynn and Wassell, 2018). Previous research indicates that despite efforts to impart significant reforms in public education within the United States, few gains have been made regarding equity among students (Glynn and Wassell, 2018). Some researchers have recommended that school divisions provide equal access to education pathways as a step in the right direction for educators, administrators, and school divisions; as employing equity in education provides all students with the resources needed to experience academic success (Atchison et al., 2017). This is because equity impacts educational opportunities as it entails the experiences of individuals and social identifiers (Atchison et al., 2017). The purpose of this study was to identify variables that contribute to the minority student enrollment gap in advanced, Advanced Placement (AP), and International Baccalaureate (IB) English and Math courses at the high school level. The researcher used a multiple regression analysis to assess if significant gaps of enrollment in advanced, AP, and IB English and Math courses exist between minority and non-minority students in Virginia public high schools from 2015-2020. The possible impacts of attendance and economic status on minority student enrollment in advanced, AP, and IB English and Math courses were also examined. The results of the study yielded significant enrollment gaps between minority and non-minority students in advanced, AP, and IB English and Math courses in Virginia public high schools.

Autism research offers many direct benefits to participants, and the conclusions from studies are often integrated into evidence-based policy and practice within healthcare and education systems. For decades, autism research has vastly underrepresented the experiences of minoritized racial and ethnic groups. Without representation in research, diagnostic tools and therapeutic interventions may not address the specific needs and strengths of diverse populations. Ultimately, this gap perpetuates health, economic, and educational disparities for populations who face “double vulnerability” due to the intersection of marginalized race and disability status. Underrepresentation of minoritized populations can be understood using the Social-Ecological Model (SEM), which characterizes influences on health behavior into policy, community, organizational, interpersonal, and individual levels. This project utilized the SEM to evaluate the underrepresentation of Black, Hispanic, Asian, American Indian, and Pacific Islanders in autism research. First, autism research enrollment was examined through the lens of the SEM. Second, participant enrollment at the University of California, Los Angeles’s Center for Autism Research and Treatment (UCLA CART) was assessed using annual enrollment reports. Third, solutions to address under-enrollment of minoritized racial and ethnic groups at UCLA CART were identified using the SEM. Promising and evidence-based solutions include: community engagement, patient navigation intervention, improved research design and recruitment methods, culturally-adapted intervention, and standardized data reporting.

Equal access in education has proven to be less than sufficient regarding academic success for all students (Atchison et al., 2017; Glynn and Wassell, 2018). Previous research indicates that despite efforts to impart significant reforms in public education within the United States, few gains have been made regarding equity among students (Glynn and Wassell, 2018). Some researchers have recommended that school divisions provide equal access to education pathways as a step in the right direction for educators, administrators, and school divisions; as employing equity in education provides all students with the resources needed to experience academic success (Atchison et al., 2017). This is because equity impacts educational opportunities as it entails the experiences of individuals and social identifiers (Atchison et al., 2017). The purpose of this study was to identify variables that contribute to the minority student enrollment gap in advanced, Advanced Placement (AP), and International Baccalaureate (IB) English and Math courses at the high school level. The researcher used a multiple regression analysis to assess if significant gaps of enrollment in advanced, AP, and IB English and Math courses exist between minority and non-minority students in Virginia public high schools from 2015-2020. The possible impacts of attendance and economic status on minority student enrollment in advanced, AP, and IB English and Math courses were also examined. The results of the study yielded significant enrollment gaps between minority and non-minority students in advanced, AP, and IB English and Math courses in Virginia public high schools.

This article addresses the problem of the study of women workers in the city of Rosario, Argentina, in the first decade of the twentieth century. Through the hermeneutics and triangulation of official sources, such as Censuses, Yearbooks and Memoirs, as well as worker-partisan sources, this article seeks to account for the problem of the underrepresentation of women in the working world at that time, to reinstate the significance of their insertion into the labor market and in the working class. It is also proposed to provide a theoretical and methodological approach to the knowledge of the jobs in which women worked, as well as to the process of underrepresentation of women in the sources., Este artículo aborda el problema del estudio de las mujerestrabajadoraspara la ciudad deRosario,Argentina, en la primera década del siglo XX. A partir de la hermenéutica y triangulación defuentes tanto oficiales, como Censos, Anuarios y Memorias, así como obreras-partidarias, sebuscará dar cuenta del problema de la subrepresentación de las mujeres en el mundo obrero deaquel entonces, restituyendo su importante inserción en el mercado laboral y en la clase obrera.Se propone también aportar una aproximación teórico metodológica al conocimiento de losoficios en que las mujeres se desempeñaron, así como al proceso de subrepresentación del quefueron objeto en lasfuentes.

This article addresses the problem of the study of women workers in the city of Rosario, Argentina, in the first decade of the twentieth century. Through the hermeneutics and triangulation of official sources, such as Censuses, Yearbooks and Memoirs, as well as worker-partisan sources, this article seeks to account for the problem of the underrepresentation of women in the working world at that time, to reinstate the significance of their insertion into the labor market and in the working class. It is also proposed to provide a theoretical and methodological approach to the knowledge of the jobs in which women worked, as well as to the process of underrepresentation of women in the sources., Este artículo aborda el problema del estudio de las mujerestrabajadoraspara la ciudad deRosario,Argentina, en la primera década del siglo XX. A partir de la hermenéutica y triangulación defuentes tanto oficiales, como Censos, Anuarios y Memorias, así como obreras-partidarias, sebuscará dar cuenta del problema de la subrepresentación de las mujeres en el mundo obrero deaquel entonces, restituyendo su importante inserción en el mercado laboral y en la clase obrera.Se propone también aportar una aproximación teórico metodológica al conocimiento de losoficios en que las mujeres se desempeñaron, así como al proceso de subrepresentación del quefueron objeto en lasfuentes.

Teachers face the challenge of meeting diverse learners’ academic needs. Many learners from historically underrepresented student populations enter school with varying exposure to quality learning opportunities creating an academic gap and affecting gifted identification. Differentiation moved to the forefront of education as part of the response to intervention process and to meet gifted learners’ academic needs. However, many teachers may feel ill-equipped to address a wide range of ability levels. The classroom’s diverse and dynamic nature required efficacious teachers prepared to differentiate instruction effectively. The purpose of this bivariate correlational study was to examine the relationship between teachers’ self-efficacy, teachers’ perceptions and frequency of use of differentiated instruction, and gifted endorsement for teachers in northwestern South Carolina whose districts serve a large student population originating from under-resourced homes and who also offer gifted programming. The sample consisted of 108 teachers from four districts. Bandura’s self-efficacy theory and Tomlinson’s differentiated instruction model guided the study as they relate to teachers’ perceptions and frequency of use of differentiation and training. Self-reported data from Likert-type surveys assessed teachers’ sense self-efficacy as measured by the Teachers’ Sense of Self-Efficacy Scale and perceptions and frequency of use of DI practices as measured by the Teachers’ Perceptions and Use of Differentiated Instruction Practices Survey. Bivariate linear regression analyses indicated that gifted endorsement did not predict teachers’ sense of self-efficacy, did not predict teachers’ perceptions of differentiated instructional practices, and did not predict teachers’ frequency of implementation of differentiated instructional practices.

Dismantling Institutional Whiteness: Emerging Forms of Leadership in Higher Education focuses on the experiences of women of color in leadership roles in higher education. Top roles historically have gone to white men, and leadership has not reflected the range of identities and people who make up higher education. Why? And why does this problem continue to this day? Most importantly, what can be done to bring about meaningful change? Dismantling Institutional Whiteness gathers a range of first-person narratives from women of color and examines the challenges they face not only at a systemic level, but also at a deeply personal level. Their experiences combined with research and statistics paint a sobering portrait of higher education’s problems when it comes to diversity, equity, and inclusion. Interspersed throughout their stories are practical suggestions for how to address inequity in higher education, and to give a voice to people who have been silenced and excluded. Whether a trustee, university executive, or faculty member at any level, this is essential reading for those interested in diversifying higher education leadership to ensure decisions reflect the priorities of all., https://docs.lib.purdue.edu/navigatingcareershighered/1000/thumbnail.jpg

Women are missing from Science, Technology, Education, and Mathematics (STEM) fields, undermining intellectual inclusivity, meritocracy goals, national competitiveness, and high-quality advances. Solutions require not only hiring more women, but boosting their sustainable representation (i.e., their lasting, substantial presence and valued engagement). Evidence-based policies can shift organizational culture, enabling women’s full and durable participation. The present review presents (1) numerous causes of women’s underrepresentation in STEM and (2) evidence-based interventions to tackling these causes. Specific policy initiatives (derived from the scientific evidence) would promote the sustainable representation of women in STEM.

This study examines how segregation affects the Andersberg area in Gävle municipality, while also examining the socio-economic conditions of people living in the area. Questions answered in this study are the following: What does segregation look like in Andersberg? How does segregation in Andersberg affect socio-economic conditions? The topic is interesting to read because it informs about how segregation can affect the vulnerable areas, and how the segregation affects the socio-economic conditions in the area is investigated. The target groups that the work focuses on were people living in the area aged 18. The report is based on responses from the survey we conducted, which was both voluntary and anonymous. In the survey, we gave the respondents the option to answer freely and get several questions instead of having specific answer alternatives. The report also discusses several aspects that are relevant to segregation, such as income, origin, class, and form of housing, we also compiled the results and discussed them in collaboration with various theories. One of the conclusions we have reached is that Andersberg is greatly affected by segregation. An example of this is that a large part of the area's inhabitants earn less than the rest of the municipality's average income. In addition, we have concluded that only groups with a foreign background choose to settle in the area, which leads to a more segregated area with residents with weak resources. The second conclusion is that the socio-economic conditions for the residents living in Andersberg are affected by segregation in the area, for example, a large proportion of residents live on benefits and a lot earn between SEK 0–8000.

Underrepresentationen av kvinnligt ledarskap inom idrott har under de senaste åren blivit mycket uppmärksammat av både forskare och institutioner. Forskningen redogör för att kvinnliga huvudtränare stöter på hinder både på samhälls-, organisations- och individnivå. Problemen relateras framför allt till rekrytering och könsstereotyper, det finns uppfattningar om hur en kvinnlig ledare ska vara och det finns uppfattningar om hur en tränare ska vara - dessa två stämmer inte alltid överens med varandra. Kvinnliga ledare hämmas av de könsstereotyper som råder i samhället samtidigt som forskning visar att kvinnliga huvudtränare hämmas vid en rekrytering. Kvinnliga huvudtränare är underrepresenterade generellt i idrottsvärlden.Syftet med arbetet är att undersöka om samma problematik som forskningen redogör för även förekommer i Sverige. Syftet med studien är därför att bidra med ökad förståelse om varför kvinnliga huvudtränare är underrepresenterade i SHE, svenska högstaligan för damer i handboll. För att kunna uppfylla studiens syfte och svara på problemformuleringen utgår rapporten från semistrukturerade intervjuer som genomförts med sju olika föreningar som deltar i SHE säsongen 2020/2021. Den teoretiska referensramen är utformad utifrån tidigare forskning, statistik över hur många män och kvinnor som har genomfört en tränarutbildning, könsstereotyper som tycks hämma kvinnor samt information om hur en rekryteringsprocess går till. Studiens empiri som grundar sig i föreningarnas svar ställs i relation till den teoretiska referensramen i studiens analys. I studiens analys kan författarna konstatera att det finns faktorer som hämmar men också faktorer som borde gynna kvinnor. Kvinnliga huvudtränare anses till viss del hämmas av de könsstereotyper som råder i dagens samhälle och det finns även en del av rekryteringsprocessen där kvinnliga ledare skulle kunna hämmas. Den slutgiltiga slutsatsen som presenteras är tudelad men tyder trots allt på att kvinnliga huvudtränare i de, The underrepresentation of female leadership in sports has recently been noticed by both researchers and institutions. Female head coaches face obstacles on social, organizational, and individual levels. The problems are mainly related to recruitment and gender stereotypes, there are perceptions of how a female leader should be and how a head coach should be. These two do not match each other. Female leaders are affected negatively by the society’s gender stereotypes and research shows that female head coaches are examined more closely. Female head coaches are underrepresented generally in the world and statistics show that it’s the same in Sweden. The purpose of the work is thus to examine the Swedish Handball Elite (SHE) and investigate if the same problem exists in Sweden too. The purpose of the study is to contribute with a better understanding of why female head coaches are underrepresented in the SHE.To be able to fulfill the purpose of the study and respond to the problem formulation semi-structured interviews have been made with different teams in the SHE. The theoretical frame of reference is designed based on previous research, statistics of how many women and men that have completed a coaching education, gender stereotypes that affect women negatively and information about how a recruitment process works. The study’s empirical data that is based on the team’s answers and is set in relation to the theoretical frame of reference in the analysis of the study. In the analysis of the study the authors can state that there are factors that both positive and negative affect women. Female head coaches are considered to be negatively affected by the gender stereotypes that prevail in the society and there are also parts of the recruitment process where women could be negatively affected. The conclusion that is presented is somewhat divided but indicates that female head coaches in the SHE partly could be affected negatively by both the recruitment process and gend

This study examines how segregation affects the Andersberg area in Gävle municipality, while also examining the socio-economic conditions of people living in the area. Questions answered in this study are the following: What does segregation look like in Andersberg? How does segregation in Andersberg affect socio-economic conditions? The topic is interesting to read because it informs about how segregation can affect the vulnerable areas, and how the segregation affects the socio-economic conditions in the area is investigated. The target groups that the work focuses on were people living in the area aged 18. The report is based on responses from the survey we conducted, which was both voluntary and anonymous. In the survey, we gave the respondents the option to answer freely and get several questions instead of having specific answer alternatives. The report also discusses several aspects that are relevant to segregation, such as income, origin, class, and form of housing, we also compiled the results and discussed them in collaboration with various theories. One of the conclusions we have reached is that Andersberg is greatly affected by segregation. An example of this is that a large part of the area's inhabitants earn less than the rest of the municipality's average income. In addition, we have concluded that only groups with a foreign background choose to settle in the area, which leads to a more segregated area with residents with weak resources. The second conclusion is that the socio-economic conditions for the residents living in Andersberg are affected by segregation in the area, for example, a large proportion of residents live on benefits and a lot earn between SEK 0–8000.

Aim: To increase Spanish speakers' representation in genomics research, accessible study materials on genetic topics must be made available in Spanish. Materials & methods: The Clinical Sequencing Evidence-Generating Research consortium is evaluating genome sequencing for underserved populations. All sites needed Spanish translation of recruitment materials, surveys and return of results. Results: We describe our process for translating site-specific materials, as well as shared measures across sites, to inform future efforts to engage Spanish speakers in research. Conclusion: In translating and adapting study materials for roughly 1000 Spanish speakers across the USA, and harmonizing translated measures across diverse sites, we overcame numerous challenges. Translation should be performed by professionals. Studies must allocate sufficient time, effort and budget to translate and adapt participant materials.

The purpose of this study was to identify which school divisions in the Commonwealth of Virginia have equitable representation of Culturally Linguistically Economically Diverse (CLED) students in gifted programs within their schools. Existing literature on CLED students was reviewed. Three years of data (school years 2016-2017, 2017-2018, and 2018-2019) obtained from the Virginia Department of Education (VDOE) were analyzed to determine whether equitable representation exists within gifted education programs in each of the 132 Virginia school divisions. Furthermore, the researcher used the Freedom of Information Act (FOIA) to acquire longitudinal gifted data from each school division 2016-2019. The Relative Difference Composition Index (RDCI), Equity Allowance Formula (EAF), and Representation Index (RI) formulas were used to determine, which schools have equitable representation within their gifted programs. This study sought to answer the following questions: 1. What school divisions have proportional representation of economically disadvantaged students? 2. What school divisions have proportional representation of Black or African American students? 3. What school divisions have a proportional representation of Hispanic or Latinx students? At the conclusion of the data collection process, the researcher examined (1) which school divisions have equitable representation of gifted students in their gifted programs in schools using the EAF, and (2) What schools have equitable representation utilizing the RI. The analysis revealed the majority of the school divisions in the Commonwealth of Virginia had equitable representation when the EAF was applied to the economically disadvantaged students. When the EAF was applied to the 2016-2019 school years data for the Black or African American students and Hispanic or Latinx students the range of 33%- 42% were proportionately represented. The English Language Learner students were not proportionately represented when the EAF

Background: As engineering remains central to the US economy, it is imperative that the innovators of this field reflect the world in which we live. Despite decades of concerted effort to broaden participation in engineering, representation continues to lack. Purpose: The purpose of this paper is to provide education researchers and practitioners with a clear understanding of barriers to the participation of Black American children in science, technology, engineering, and mathematics (STEM). Our interest is driven by the role that precollege STEM experiences play in children's likelihood of becoming potential engineering students. Scope/Method: We conducted a systematic literature review of 41 articles focused on Black children in precollege STEM contexts. Each article underwent individual review to gain deeper insight into key contextual factors that enable and constrain these potential engineers. Results: We situate our research findings in Perna's college choice model to highlight the key factors that may influence one's career and college decisions. The contextual factors are associated with the (1) social, economic, and policy context (e.g., racism, sexism, and classism); (2) STEM educational and community context (i.e., social perceptions and access); and (3) the local support context (i.e., teachers and family). Conclusions: Our results represent the early workings of a “glass ceiling” above the heads of potential engineering students. The underrepresentation of Black Americans who thrive in engineering is a byproduct of the lack of accessibility to quality and advanced learning experiences that too often plague K–12 schools and communities that serve high populations of Black Americans. Such findings have implications for research and practice.

Background: As engineering remains central to the US economy, it is imperative that the innovators of this field reflect the world in which we live. Despite decades of concerted effort to broaden participation in engineering, representation continues to lack. Purpose: The purpose of this paper is to provide education researchers and practitioners with a clear understanding of barriers to the participation of Black American children in science, technology, engineering, and mathematics (STEM). Our interest is driven by the role that precollege STEM experiences play in children's likelihood of becoming potential engineering students. Scope/Method: We conducted a systematic literature review of 41 articles focused on Black children in precollege STEM contexts. Each article underwent individual review to gain deeper insight into key contextual factors that enable and constrain these potential engineers. Results: We situate our research findings in Perna's college choice model to highlight the key factors that may influence one's career and college decisions. The contextual factors are associated with the (1) social, economic, and policy context (e.g., racism, sexism, and classism); (2) STEM educational and community context (i.e., social perceptions and access); and (3) the local support context (i.e., teachers and family). Conclusions: Our results represent the early workings of a “glass ceiling” above the heads of potential engineering students. The underrepresentation of Black Americans who thrive in engineering is a byproduct of the lack of accessibility to quality and advanced learning experiences that too often plague K–12 schools and communities that serve high populations of Black Americans. Such findings have implications for research and practice.

Underrepresentationen av kvinnligt ledarskap inom idrott har under de senaste åren blivit mycket uppmärksammat av både forskare och institutioner. Forskningen redogör för att kvinnliga huvudtränare stöter på hinder både på samhälls-, organisations- och individnivå. Problemen relateras framför allt till rekrytering och könsstereotyper, det finns uppfattningar om hur en kvinnlig ledare ska vara och det finns uppfattningar om hur en tränare ska vara - dessa två stämmer inte alltid överens med varandra. Kvinnliga ledare hämmas av de könsstereotyper som råder i samhället samtidigt som forskning visar att kvinnliga huvudtränare hämmas vid en rekrytering. Kvinnliga huvudtränare är underrepresenterade generellt i idrottsvärlden.Syftet med arbetet är att undersöka om samma problematik som forskningen redogör för även förekommer i Sverige. Syftet med studien är därför att bidra med ökad förståelse om varför kvinnliga huvudtränare är underrepresenterade i SHE, svenska högstaligan för damer i handboll. För att kunna uppfylla studiens syfte och svara på problemformuleringen utgår rapporten från semistrukturerade intervjuer som genomförts med sju olika föreningar som deltar i SHE säsongen 2020/2021. Den teoretiska referensramen är utformad utifrån tidigare forskning, statistik över hur många män och kvinnor som har genomfört en tränarutbildning, könsstereotyper som tycks hämma kvinnor samt information om hur en rekryteringsprocess går till. Studiens empiri som grundar sig i föreningarnas svar ställs i relation till den teoretiska referensramen i studiens analys. I studiens analys kan författarna konstatera att det finns faktorer som hämmar men också faktorer som borde gynna kvinnor. Kvinnliga huvudtränare anses till viss del hämmas av de könsstereotyper som råder i dagens samhälle och det finns även en del av rekryteringsprocessen där kvinnliga ledare skulle kunna hämmas. Den slutgiltiga slutsatsen som presenteras är tudelad men tyder trots allt på att kvinnliga huvudtränare i de, The underrepresentation of female leadership in sports has recently been noticed by both researchers and institutions. Female head coaches face obstacles on social, organizational, and individual levels. The problems are mainly related to recruitment and gender stereotypes, there are perceptions of how a female leader should be and how a head coach should be. These two do not match each other. Female leaders are affected negatively by the society’s gender stereotypes and research shows that female head coaches are examined more closely. Female head coaches are underrepresented generally in the world and statistics show that it’s the same in Sweden. The purpose of the work is thus to examine the Swedish Handball Elite (SHE) and investigate if the same problem exists in Sweden too. The purpose of the study is to contribute with a better understanding of why female head coaches are underrepresented in the SHE.To be able to fulfill the purpose of the study and respond to the problem formulation semi-structured interviews have been made with different teams in the SHE. The theoretical frame of reference is designed based on previous research, statistics of how many women and men that have completed a coaching education, gender stereotypes that affect women negatively and information about how a recruitment process works. The study’s empirical data that is based on the team’s answers and is set in relation to the theoretical frame of reference in the analysis of the study. In the analysis of the study the authors can state that there are factors that both positive and negative affect women. Female head coaches are considered to be negatively affected by the gender stereotypes that prevail in the society and there are also parts of the recruitment process where women could be negatively affected. The conclusion that is presented is somewhat divided but indicates that female head coaches in the SHE partly could be affected negatively by both the recruitment process and gend

The importance of participation in academic conferences is well known for members of the scientific community. It is not only for the feedback and the improvement of the work, it is also about career development, building networks and increasing visibility. Nevertheless, women continue to be under-represented in these academic events and even more so in the most visible positions such as speaking roles. This paper presents the development of a tool based on performance indicators, which will allow monitoring and evaluating gender roles and inequalities in academic conferences in order to tackle the underrepresentation of women. The study identifies relevant perspectives (participation, organizational structure and attitudes) and designs specific lists of performance indicators for each of them. The tool is based on a combination of two multicriteria techniques, Analytic Hierarchy Process and Analytic Hierarchy Process Sort, and a qualitative analysis based on in-depth interviews and information gathered from a focus group. The use of the AHP multi-criteria decision technique has allowed us to weight the indicators according to the opinion of several experts, and with them to be able to generate from these weightings composite indicators for each of the three dimensions. The most relevant indicators were for the participation dimension. Additionally, the tool developed has been applied to an academic conference which has been monitored in real time. The results are shown as a traffic light visualization approach, where red means bad performance, yellow average performance and green good performance, helping us to present the results for each indicator. Finally, proposals for improvement actions addressed to the red indicators are explained. The work carried out highlights the need to broaden the study of gender equality in academic conferences, not only regarding the participation but also the performance of different roles and functions.

The importance of participation in academic conferences is well known for members of the scientific community. It is not only for the feedback and the improvement of the work, it is also about career development, building networks and increasing visibility. Nevertheless, women continue to be under-represented in these academic events and even more so in the most visible positions such as speaking roles. This paper presents the development of a tool based on performance indicators, which will allow monitoring and evaluating gender roles and inequalities in academic conferences in order to tackle the underrepresentation of women. The study identifies relevant perspectives (participation, organizational structure and attitudes) and designs specific lists of performance indicators for each of them. The tool is based on a combination of two multicriteria techniques, Analytic Hierarchy Process and Analytic Hierarchy Process Sort, and a qualitative analysis based on in-depth interviews and information gathered from a focus group. The use of the AHP multi-criteria decision technique has allowed us to weight the indicators according to the opinion of several experts, and with them to be able to generate from these weightings composite indicators for each of the three dimensions. The most relevant indicators were for the participation dimension. Additionally, the tool developed has been applied to an academic conference which has been monitored in real time. The results are shown as a traffic light visualization approach, where red means bad performance, yellow average performance and green good performance, helping us to present the results for each indicator. Finally, proposals for improvement actions addressed to the red indicators are explained. The work carried out highlights the need to broaden the study of gender equality in academic conferences, not only regarding the participation but also the performance of different roles and functions.

Using the Longitudinal Surveys of Australian Youth (LSAY) data, this paper aimed to examine if, and to what extent, demographic factors predict students’ participation in science over the age of 16 (post-16). While all the students participating in this study are attending Australian schools, the comprehensiveness of these datasets, together with inclusion of studies from around the world provides a useful reference point for an international audience. Over 7000 students are included in the analysis of this paper. Characteristics of focus in this paper include groups who have been identified as being underrepresented in past studies including Indigenous students, those from lower-socio-economic status (SES) backgrounds, sex differences and immigrants. Among the factors tested, Indigenous status was the strongest negative predictor of post-16 science participation. SES was also a relatively strong predictor of post-16 science participation. Compared to students categorised with an Australian-ancestry, first-generation and foreign-background students were more likely to participate in post-16 science. The findings of this study contribute to existing research on debates about equity and trends in science participation.

Adding to concerns about falling participation rates in science education, the profile of certain student groups who go on to study decreases, particularly as the year level increases. The aim of this paper is to examine if, and in what ways, demographic factors predict students’ post-16 participation in biology, physics, chemistry and earth/space sciences. The study was conducted in Australia, drawing on data from over 4,300 students. Characteristics of focus include students from low socio-economic status (SES) backgrounds, indigeneity and gender. Outcomes of this study indicate that SES predicts participation in post-16 science subjects in each science domain. Indigenous status was a negative predictor of student participation in biology, physics and chemistry, but not earth/space sciences, where there were no significant differences in participation. Gender is a significant predictor in biology and physics participation, but not chemistry or earth/space sciences. Drawing on Bourdieusian perspectives, the authors discuss associations between participation and access to cultural, social and science capitals. Implications for the ways in which students’ capital may impact their subject choices and how capital may be enhanced, are explored.

In an ideal world, there are equal opportunities for women to enter and progress in all scientific disciplines without bias or prejudice. Here, we share our experiences in building communities of women parasitology and offer easy-to-implement guidelines for scientists and institutions to overcome unconscious bias and create environments with better gender equality and diversity.

The Great Recession is an economic crisis which has had repercussions through different facets of U.S. society. Texas, despite overall economic health, enacted severe cuts to education as a result of the Great Recession. A potential consequence of these austerity measures is the identification of Black, Latinx, and Native American students for gifted education services. This article examines effects of the Great Recession and educational budget policy on the identification of Black, Latinx, and Native American students for gifted services in Texas. Publicly available data were acquired from the Texas Education Agency on district demographic data from 1999 to 2015. A longitudinal mixed effect model was used to analyze rates of representation of Asian, Black, Latinx, and Native American students relative to White students. Results suggest that budgetary cuts to gifted education programs following the Great Recession did not adversely affect the representation of Black, Latinx, and Native American students in gifted education programs and that Asian students increased their representation in gifted programs.

Professionals in physical sciences, technology, engineering, and math (pSTEM) are often stereotyped as male geniuses who are also socially awkward, unattractive, individualistic, and unsuccessful in romantic relationships. These stereotypes may demotivate some individuals from pursuing pSTEM. However, they may also enhance motivation among individuals who feel that they fit the stereotype. Using balanced identity theory and expectancy-value framework, my dissertation investigated the effect of trait-based stereotypes about people in pSTEM among 310 high school students. I examined six trait-based stereotypes about pSTEM (male, genius, individualistic, socially awkward, unattractive, and romantically unsuccessful) and their related self-concepts. Stereotype endorsement was related to pSTEM identity and motivation. However, the direction of the relationship was moderated by a student’s own self-concepts. When a student’s self-concepts (self-perceived competencies or goals) were congruent with a stereotype, the stereotype was positively related to identity and motivation (stereotype lift). However, when self-concepts were incongruent, holding the stereotype was negatively related to a student’s identity and motivation (stereotype threat). Additionally stereotype threat occurred more often for girls, while stereotype lift happened more often for boys. Thus, the concordance between students’ trait-based stereotypes about pSTEM and self-concepts may help explain current gender gaps in pSTEM.

Professionals in physical sciences, technology, engineering, and math (pSTEM) are often stereotyped as male geniuses who are also socially awkward, unattractive, individualistic, and unsuccessful in romantic relationships. These stereotypes may demotivate some individuals from pursuing pSTEM. However, they may also enhance motivation among individuals who feel that they fit the stereotype. Using balanced identity theory and expectancy-value framework, my dissertation investigated the effect of trait-based stereotypes about people in pSTEM among 310 high school students. I examined six trait-based stereotypes about pSTEM (male, genius, individualistic, socially awkward, unattractive, and romantically unsuccessful) and their related self-concepts. Stereotype endorsement was related to pSTEM identity and motivation. However, the direction of the relationship was moderated by a student’s own self-concepts. When a student’s self-concepts (self-perceived competencies or goals) were congruent with a stereotype, the stereotype was positively related to identity and motivation (stereotype lift). However, when self-concepts were incongruent, holding the stereotype was negatively related to a student’s identity and motivation (stereotype threat). Additionally stereotype threat occurred more often for girls, while stereotype lift happened more often for boys. Thus, the concordance between students’ trait-based stereotypes about pSTEM and self-concepts may help explain current gender gaps in pSTEM.

The Great Recession is an economic crisis which has had repercussions through different facets of U.S. society. Texas, despite overall economic health, enacted severe cuts to education as a result of the Great Recession. A potential consequence of these austerity measures is the identification of Black, Latinx, and Native American students for gifted education services. This article examines effects of the Great Recession and educational budget policy on the identification of Black, Latinx, and Native American students for gifted services in Texas. Publicly available data were acquired from the Texas Education Agency on district demographic data from 1999 to 2015. A longitudinal mixed effect model was used to analyze rates of representation of Asian, Black, Latinx, and Native American students relative to White students. Results suggest that budgetary cuts to gifted education programs following the Great Recession did not adversely affect the representation of Black, Latinx, and Native American students in gifted education programs and that Asian students increased their representation in gifted programs.

Researchers consider the underrepresentation of Black, Hispanic, and Native American students is largely due to the use of traditional methods of identification (i.e., IQ and standardized achievement tests). To address this concern, researchers created novel nontraditional identification methods (e.g., nonverbal tests, student portfolios, affective checklists). This meta-analysis of 54 studies, consisting of 85 effect sizes representing 191,287,563 students, provides evidence that nontraditional identification methods, while able to narrow the proportional identification gap between underrepresented (Black, Hispanic, and Native American) and represented (Asian and White American) populations, are still unable to address the issue of education inequity. An overall risk ratio of 0.34 was calculated for nontraditional methods of identification in comparison with a 0.27 risk ratio for traditional methods. While the nontraditional methods help identify more underrepresented students as gifted, the results of this meta-analysis show that better identification methods are needed to address inequities in identification.

Studien undersöker kvinnliga politiker i kommunfullmäktige i en mindre kommun i Västra Götalands län. Eftersom kvinnorna i denna kommun är en underrepresenterad grupp, finner vi det relevant att studera kvinnliga politiker i kommunen. Vi ämnar därmed att besvara följande frågeställningar: Hur upplever kvinnliga kommunpolitiker sitt inflytande i kommunfullmäktige? Vilka attityder har kvinnliga kommunpolitiker till könsfördelning i kommunfullmäktige? Hur resonerar kvinnliga kommunpolitiker om de bakomliggande faktorer som ligger till grund för kvinnornas underrepresentation i kommunfullmäktige? Undersökningen en kvalitativ studie, där vi använde oss av semistrukturerade intervjuer där respondenterna är fem kvinnliga politiker som finns representerade i kommunfullmäktige. Intervjuerna gjordes med hjälp av en intervjuguide som skapades genom ett analysschema där frågeställningar, tidigare forskning och teorier varit utgångspunkten. Slutsatsen vi kan dra av vår studie är att majoriteten av våra respondenter anser att det inte råder balans mellan kvinnors och mäns delaktighet i beslutsfattandet, trots att de tar del av och påverkar i kommunfullmäktige. Det finns likheter och skillnader i respondenternas attityder till könsfördelningen. Minoriteten av respondenterna anser att en jämn könsfördelning har en betydelse för hur kommunalpolitiken ser ut. Vidare anser samtliga respondenter att kvinnornas underrepresentation inte beror på det politiska uppdraget i kommunfullmäktige, utan snarare på de svårigheterna med att kombinera politiken med det övriga livet., The study investigates female politicians in the city council in a small municipality in Västra Götaland County. Since the women in this municipality are an underrepresented group, we find it relevant to study female politicians in the municipality. We intend to answer the following questions: How do female municipal politicians feel their influence in the city council? What attitudes do female municipal politicians have for gender distribution in the city council? How do female municipal politicians argue about the underlying factors that underlie women's underrepresentation in the city council? The study is a qualitative study, where we used semistructured interviews where respondents are five female politicians who are represented in the city council. The interviews were conducted with the help of an interview guide that was created through an analysis chart where questions, previous research and theories were the starting point. The conclusion we can deduce from our study is that all respondents take part and influence the city council. The majority of our respondents consider that there is no balance between the participation of women and men in decision making. There are similarities and differences in respondents' attitudes towards gender segregation. The minority of respondents believe that even gender distribution has a bearing on how municipal policy looks. Furthermore, all respondents consider that women's underrepresentation does not depend on the political task of the City Council, but rather on the difficulties of combining policy with the rest of life.

This study utilizes a content analysis of Sports Illustrated covers from 1954-2016 to evaluate the amount and type of coverage permitted to female athletes through this source of print media. The covers were critiqued for both quantity and quality as it relates to the coverage afforded to female athletes and how it differs from the coverage of male athletes. The results from this study provide a foundation for those who wish to further explore and raise awareness on the issue of underrepresentation and misrepresentation of female athletes in sports media.

Researchers consider the underrepresentation of Black, Hispanic, and Native American students is largely due to the use of traditional methods of identification (i.e., IQ and standardized achievement tests). To address this concern, researchers created novel nontraditional identification methods (e.g., nonverbal tests, student portfolios, affective checklists). This meta-analysis of 54 studies, consisting of 85 effect sizes representing 191,287,563 students, provides evidence that nontraditional identification methods, while able to narrow the proportional identification gap between underrepresented (Black, Hispanic, and Native American) and represented (Asian and White American) populations, are still unable to address the issue of education inequity. An overall risk ratio of 0.34 was calculated for nontraditional methods of identification in comparison with a 0.27 risk ratio for traditional methods. While the nontraditional methods help identify more underrepresented students as gifted, the results of this meta-analysis show that better identification methods are needed to address inequities in identification.

This study utilizes a content analysis of Sports Illustrated covers from 1954-2016 to evaluate the amount and type of coverage permitted to female athletes through this source of print media. The covers were critiqued for both quantity and quality as it relates to the coverage afforded to female athletes and how it differs from the coverage of male athletes. The results from this study provide a foundation for those who wish to further explore and raise awareness on the issue of underrepresentation and misrepresentation of female athletes in sports media.

Studien undersöker kvinnliga politiker i kommunfullmäktige i en mindre kommun i Västra Götalands län. Eftersom kvinnorna i denna kommun är en underrepresenterad grupp, finner vi det relevant att studera kvinnliga politiker i kommunen. Vi ämnar därmed att besvara följande frågeställningar: Hur upplever kvinnliga kommunpolitiker sitt inflytande i kommunfullmäktige? Vilka attityder har kvinnliga kommunpolitiker till könsfördelning i kommunfullmäktige? Hur resonerar kvinnliga kommunpolitiker om de bakomliggande faktorer som ligger till grund för kvinnornas underrepresentation i kommunfullmäktige? Undersökningen en kvalitativ studie, där vi använde oss av semistrukturerade intervjuer där respondenterna är fem kvinnliga politiker som finns representerade i kommunfullmäktige. Intervjuerna gjordes med hjälp av en intervjuguide som skapades genom ett analysschema där frågeställningar, tidigare forskning och teorier varit utgångspunkten. Slutsatsen vi kan dra av vår studie är att majoriteten av våra respondenter anser att det inte råder balans mellan kvinnors och mäns delaktighet i beslutsfattandet, trots att de tar del av och påverkar i kommunfullmäktige. Det finns likheter och skillnader i respondenternas attityder till könsfördelningen. Minoriteten av respondenterna anser att en jämn könsfördelning har en betydelse för hur kommunalpolitiken ser ut. Vidare anser samtliga respondenter att kvinnornas underrepresentation inte beror på det politiska uppdraget i kommunfullmäktige, utan snarare på de svårigheterna med att kombinera politiken med det övriga livet., The study investigates female politicians in the city council in a small municipality in Västra Götaland County. Since the women in this municipality are an underrepresented group, we find it relevant to study female politicians in the municipality. We intend to answer the following questions: How do female municipal politicians feel their influence in the city council? What attitudes do female municipal politicians have for gender distribution in the city council? How do female municipal politicians argue about the underlying factors that underlie women's underrepresentation in the city council? The study is a qualitative study, where we used semistructured interviews where respondents are five female politicians who are represented in the city council. The interviews were conducted with the help of an interview guide that was created through an analysis chart where questions, previous research and theories were the starting point. The conclusion we can deduce from our study is that all respondents take part and influence the city council. The majority of our respondents consider that there is no balance between the participation of women and men in decision making. There are similarities and differences in respondents' attitudes towards gender segregation. The minority of respondents believe that even gender distribution has a bearing on how municipal policy looks. Furthermore, all respondents consider that women's underrepresentation does not depend on the political task of the City Council, but rather on the difficulties of combining policy with the rest of life.

Sammanfattning Kvinnor är underrepresenterade inom svensk pojk- och herrfotbollen på alla nivåer, både som spelare, ledare och på styrelsepositioner. Hur är det som kvinna att verka inom en manlig kontext, vilka anledningar finns att det är en underrepresentation inom fotbollen och varför är det svårt att förändra detta komplexa fenomen? Studien syftar till att undersöka vad manliga och kvinnliga fotbollsledare upplever är anledningen till att kvinnor är underrepresenterarede som tränare samt vad de anser den egna föreningen gör för att öka den kvinnliga tränarrepresentationen inom pojk- och herrfotboll. För att undersöka detta syfte användes en kvalitativ metod. Empirin samlades in genom personliga intervjuer och telefonintervjuer. Materialet analyserades och kategorier växte fram som var relevant till syftet och frågeställningen. De resultat som framkom i studien har sedan diskuterats i förhållande till tidigare forskning. Underrepresentationen av kvinnliga tränare inom pojk- och herrfotboll är svår att förändra. I studien framkommer en mängd olika faktorer och det är många aspekter som spelar in. Först och främst är ledarskap och fotboll hårt knutet till maskulinitet och manlighet. Intresse, ekonomi, och personligheterna spelar stor roll. Föreningarna har kommit långt i sitt arbete med att minska underrepresentationen och använder sina resurser för att förbättra underrepresentationen men ändå är det inte tillräckligt. Det krävs en förändring av hela strukturen och samhället i stort för att kunna förändra detta.

Sammanfattning Kvinnor är underrepresenterade inom svensk pojk- och herrfotbollen på alla nivåer, både som spelare, ledare och på styrelsepositioner. Hur är det som kvinna att verka inom en manlig kontext, vilka anledningar finns att det är en underrepresentation inom fotbollen och varför är det svårt att förändra detta komplexa fenomen? Studien syftar till att undersöka vad manliga och kvinnliga fotbollsledare upplever är anledningen till att kvinnor är underrepresenterarede som tränare samt vad de anser den egna föreningen gör för att öka den kvinnliga tränarrepresentationen inom pojk- och herrfotboll. För att undersöka detta syfte användes en kvalitativ metod. Empirin samlades in genom personliga intervjuer och telefonintervjuer. Materialet analyserades och kategorier växte fram som var relevant till syftet och frågeställningen. De resultat som framkom i studien har sedan diskuterats i förhållande till tidigare forskning. Underrepresentationen av kvinnliga tränare inom pojk- och herrfotboll är svår att förändra. I studien framkommer en mängd olika faktorer och det är många aspekter som spelar in. Först och främst är ledarskap och fotboll hårt knutet till maskulinitet och manlighet. Intresse, ekonomi, och personligheterna spelar stor roll. Föreningarna har kommit långt i sitt arbete med att minska underrepresentationen och använder sina resurser för att förbättra underrepresentationen men ändå är det inte tillräckligt. Det krävs en förändring av hela strukturen och samhället i stort för att kunna förändra detta.

Participation of underrepresented groups into geoscience programs is a national concern for the future and vitality of the geosciences. Using institutional, interview, and survey data, I evaluated recruitment and retention into the Geology major at a small liberal arts college in the upper Midwest. Demographics of students in the major align with national trends in the geosciences, but differ from the college and US population as a whole. I found that recruitment and retention of underrepresented students are equally important considerations for the geoscience pathway. My research suggests that factors in determining whether students choose to pursue a geoscience major are grouped into one of three themes: community, curricular sequencing and design, and geoscience awareness.