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In the history of Japanese education, the "gender characteristics theory" that men and women naturally have different characteristics rejected not only the "gender equality theory" which came from Western Europe in the early Meiji era, but also the traditional "male chauvinism" of East Asia. According to the theory of gender characteristics, men and women were seen as having "equal value," though not "equal rights." This theory became the main educational philosophy of women's education when the single-sex school system was established in the 1900s, and likewise permeated society as a scientific theory in the 1920s. After World War II, when gender equality became accepted, a coeducational system was introduced toward equal educational opportunities. However, the gender characteristics theory remained the basis for making home economics a compulsory subject for women, as the division of labor by gender expanded during the high economic growth period of the sixties and environs. Coeducation was a system intended for men and women to "respect" each other and "cooperate" (Article 5 of the Basic Act on Education), and gender differences in curricula in coeducational schools were seen as "reasonable" differences to ensure "essential equality" between men and women. Schools were also not considered places of gender inequality. Elsewhere, women's universities and women's junior colleges were established after the war with the expectation that they would play a new role in training women to support the democratic society. However, they also inherited the pre-war vocational school curriculum centered on literature and home economics. When these colleges increased during the period of high economic growth, this prewar curriculum spread further, based on the gender characteristics theory. As a result, women's universities and women's junior colleges were criticized as contrary to gender equality. It was only after the 1985 ratification of the Convention on the Elimination of All Forms of Discrimination against Women and the spread of gender equality that the gender characteristics theory was finally rejected. Today, the raison d'être of girls' education is being questioned again. The Convention on the Elimination of All Forms of Discrimination Against Women not only rejects the gender characteristics theory and fixed gender roles, but also defines "discrimination against women" as "discrimination, exclusion or restriction based on sex." As the concept of gender spreads, the view that separating men and women is itself "discrimination" is also spreading. If women's education is to continue to exist, its raison d'être will depend on its ability to contribute to the elimination of gender disparities.

Expectations of campus safety and security are inherent in the development of policies internal to the campus environment as well as to national regulations inclusive of Title IX, the Clery Act, and so forth. Yet, there seems to be an ongoing concern that international students may have heightened risk or are less likely to report violations of policies and regulations. This research is focused on determining to what extent awareness of policies and regulations often linked to equality on campus are a part of international student orientations and outreach. By examining the timing, manner, and extent of training, this article seeks to add to the study of ways that campuses may better engage, prepare, and serve students engaged in international education experiences.

Legal education scholars have argued that law schools strategically use Students of Color for enrollment management purposes; they can admit more to meet admission targets, but they should not enroll so many that they need to open new course sections. As law school applications decline, we analyze enrollment panel data reported to the American Bar Association. We find that examining the intersection of race and gender matters for understanding the ways that law schools are strategic about diversity in enrollment management. For each group (e.g., Black women, White men), law schools balance higher enrollment in one year with lower incoming enrollment of that same group in the subsequent year, thereby working against the racial diversification of legal education and the legal profession. In some instances, higher enrollment in one group (e.g., Hispanic women) also leads to higher enrollment in the subsequent year among incoming students with the same race but different gender (e.g., Hispanic men). This analytical approach -- informed by intersectionality -- reveals that differential race x gender patterns would be overlooked in analyses that solely focused on race while not considering gender. Moreover, the results are generally robust across models examining both the number and percentage representation of incoming students. Finally, we find evidence that these balancing dynamics are sometimes more pronounced at law schools with higher median LSAT scores, which are typically most selective. We discuss implications for equity in legal education and future research directions for graduate and professional education.

The devaluation of women of Color (WoC) by way of gender discrimination and systemic racism is well documented. For WoC in engineering a chief cause is the observable wage gap. Women who identify as Asian, Black/African American, Latina/Chicana, Indigenous/Native American, Native Hawaiian, Pacific Islander, Native Alaskan, and/or multiracial have reported stark wage disparities. In this paper, we offer a phenomenological study of how WoC engineering faculty across U.S. academic institutions describe the challenges and practices associated with wage disparities and how they navigate these disparities. This study, which is based on participant interviews, is guided by three research questions: (1) What do WoC engineering tenure-track faculty perceive about wage disparities based on their race and gender? (2) How do WoC faculty understand the institutional practices that contribute to wage disparities? and (3) How do WoC engineering faculty respond to and address wage disparities? Using structural racism and intersectionality as our guiding conceptual framework, we interviewed 32 self-identified WoC who identified structures and systems of institutional racism related to the maintenance of wage disparities. In terms of findings, we note that WoC have two primary strategies to respond to wage disparity: advocacy and agency. The experiences of WoC engineering faculty in our study highlight unsatisfying institutional responses, and thus WoC often rely on their own agency to advocate for themselves and to advocate for and mentor other WoC faculty. We found a few notable cases where men advocated for women to help close the wage gap. Our work reveals that pay inequity for WoC is often coupled with other forms of exclusion and marginalization. Reducing wage disparities in academia is critical to advancing diversity efforts and ensuring equitable support for WoC faculty. Our findings suggest that institutions can work diligently to rectify wage inequality, including making sustainable structural and salary modifications and sharing the burden of combatting wage inequities. Finally, our findings also highlight the importance of making policy changes to reduce pay inequalities, such as providing transparent pay information and more opportunities to earn merit raises.

Background: Teamwork has become a central element of engineering education. However, the race- and gender-based marginalization prevalent in society is also prevalent in engineering student teams. These problematic dynamics limit learning opportunities, isolate historically marginalized students, and ultimately push students away from engineering, further reinforcing the demographic imbalances in the profession. Purpose: While there are strategies to improve the experiences of marginalized students within teams, there are few tools for detecting marginalizing behaviors as they occur. The purpose of this work is to examine how peer evaluations collected as a normal part of an engineering course can be used as a window into team dynamics to reveal marginalization as it occurs. Method: We used a semester of peer evaluation data from a large engineering course in which a team project is the central assignment and peer evaluation occurs four times during the course. We designed an algorithm to identify teams where marginalization may be occurring. We then performed qualitative analyses using a sociolinguistic analysis. Results: Results show that the algorithm helps identify teams where marginalization occurs. Qualitative analyses of four illustrative cases demonstrated the stealth appearance and evolution of marginalization, providing strong evidence that hidden within language of peer evaluation are indicators of marginalization. Based on the wider dataset, we present a taxonomy (eight categories) of linguistic marginalization appearing in peer comments. Conclusion: Both peer evaluation scores and the language used in peer evaluations can reveal team inequities and may serve as a near-real-time mechanism to interrupt marginalization within engineering teams.

Existing studies predominantly analyze the mental health experiences of Chinese international students through a psychological perspective. This study, however, delves into transformative learning (TL) outcomes related to understanding and overcoming "anxiety" from a critical sociological lens. Utilizing a duo-ethnographic methodology, it sheds light on the transformative learning experiences of three female Chinese researchers as they investigate anxiety in a North American higher education setting. This study uncovers socio-cultural factors contributing to anxiety among Chinese international students abroad, with a particular emphasis on faculty's racialized habitus, academic struggles, emotions, and gender. It represents an interdisciplinary fusion between critical sociology and adult education, specifically concentrating on TL for social justice and the emotional and relational aspects of TL.

Gender stereotypes, as a cause and consequence of deeply rooted attitudes, values and norms, directly affect the discovery and development of gifted potentials. Given the fact that high abilities are most successfully identified and properly developed in early school age, the aim of the study is to investigate the existence of gender differences in the perception of different abilities in boys and girls by teachers, parents, peers and self-perception in multiple intelligences. The research was conducted on 115 lower primary school students in Bosnia and Herzegovina. Mann--Whitney U test was used to determine differences in various domains of giftedness between girls and boys throughout groups of evaluators. Statistically significant difference was found in 11 of the 36 variables analysed. Most statistically significant differences were found in parents' assessments (5), while 3 were found in teachers' assessments, 2 in peers' assessments, and only one in self-assessments. Although the cultural factors, customs and traditions of the Balkan country of Bosnia and Herzegovina have a great influence on gender stereotypes, the results of research on gender discrimination in the process of identifying giftedness are largely similar to the results of developed European countries. The results of the study can be used in the context of general education as a basis for critical re-examination of negative attitudes towards females in the direction of a particular professional orientation.

From the chaos of 2020 arose many social conversations, among which were the legal rights of gay and transgender Americans. Landmark cases established precedents for potential legislation and reform regarding the transgender community. One particular issue is that of transgender athletes in college sports. While many are in staunch opposition to a future where people who are born male may play on women's sports teams in college, legal battles indicate the possibility that gender may cease to be a deciding factor in participation on national and collegiate sports teams. The appropriate management of transgender athletes related issues has consequently become an important issue in human resources for colleges and universities. While college athletes are not currently seen as employees, the people who work with them are. The purpose of this paper is to examine, from a human resource management and legal perspective, the issue of transgender athletes playing college sports in both the court of law and the court of public opinion.

This paper presents results of a systematic research synthesis of 23 studies on female leadership in Eswatini. The review aimed to present conclusions drawn from synthesising findings from studies on women's participation in leadership in Eswatini. Systematic methods were used in the review to identify the 23 research studies focusing on female leadership across sectors in Eswatini. Since the reviewed studies were qualitative, research synthesis methods were used, and three main themes were identified across the excavated studies. The three main themes are: (1) gender inequality, (2) challenges for women leadership, and (3) women empowerment. Sub-themes relating to the main themes also emerged. Challenges highlighted were categorised into two: those inhibiting access to leadership for women, and those affecting women who are already in leadership. Forms of women empowerment discussed in the studies are: in-service training, networking and mentoring. The analysis contributed to knowledge on female leadership in Eswatini by highlighting contributions and limitations of these studies, and further provides a base for future conceptual analysis.

School-related gender-based violence (SRGBV) is a major obstacle to universal schooling and the right to education for girls. Inequitable gender norms and stereotypes, based on hierarchies and forms of subordination, amplify and contribute to the SRGBV. Extensive literature on gender-based violence in South African schools exists, and much of it explains the connection between masculinity and gender-based violence. There is a paucity of studies on the SRGBV in South Africa that focus on implicit nature of GBV. This paper draws upon semi-structured individual interviews and focus group interviews with girls, boys and educators at two South African township schools to examine implicit nature of GBV. The findings revealed that boys were the main perpetrators of implicit gender-based violence. The analysis showed that implicit violence took the form of joking, teasing, social bullying, alienation and spreading rumours. While in most cases, the perpetrators of the violence were boys and the victims were girls, we gained a far more comprehensive picture of how GBV was perpetrated at schools. The participants provided us with fresh insights into the complexities of GBV and highlighted the extent to which sociocultural factors have an impact on SRGBV. An important conclusion from this study is that there are multiple and qualitatively different pathways to the enactment of GBV, and it is important to understand these dynamics if school violence prevention interventions are to be effective. This study recommends an integrated, comprehensive approach by all stakeholders in the form of educational intervention programmes towards the eradication of school gender-based violence. It is vital to include boys in these programmes for them to understand the importance of healthy relationships and to break free from harmful stereotypes. Parents, educators, coaches and policymakers play a role in challenging the belief that boys and mens violence is normal.

Despite the visibility of equity, diversity, inclusion, and Indigenization (EDI&I) discourses within large institutions, such as post-secondary institutions, research has chronicled only modest advancements on these stated values. Blocks to advancements in EDI&I stem, in part, from the structural nature of racist and sexist domination, and especially its embeddedness in both formal and informal norms of institutions. Based on a close examination of two EDI&I initiatives in university contexts, and direct experiences of "pushback" against these initiatives, this article conceptualizes institutional gaslighting, whereby universities paradoxically both embrace EDI&I discourse, on the one hand, while simultaneously deploying strategies that prevent dismantling systemic inequalities, on the other. A conceptualization of this dynamic is designed to help others identify and address forms of resistance, especially in settings of high stated value, and ultimately advance these values within large institutions.

Black girls' intersectionality of race and gender puts them in double jeopardy of experiencing both racial and gender discrimination in brick-and-mortar school settings. Virtual classrooms do not completely extinguish the fires that threaten to incinerate Black girls' academic and personal growth, but for many Black girls, the advent of mass remote learning created a safe haven, fueling their confidence to address maltreatment experienced in school. Employing theoretical underpinnings of critical race feminism, this study confirms that some Black girls prefer virtual learning over traditional schooling due in part to feelings of greater physical and emotional safety when online versus on campus. This is significant because since virtual learning clearly has a positive impact on some Black girls' feelings of safety and empowerment, and their social and emotional growth, schools must consider utilizing virtual learning in more intentional ways to promote education equity and academic and personal success for Black girls.

Diverse books are needed in the classroom so that all children feel valued, but to what extent will teacher candidates include children's literature with diverse representations in their class libraries? A teacher educator uses stories with persona dolls to provide teacher candidates with the opportunity to practice culturally responsive pedagogy in their class library literature selections. After 10 weeks of listening to diverse stories and creating bibliographies that provide the persona dolls with "mirrors," teacher candidates reflected on their level of comfort and plans to include diverse representations in their future class libraries. All teacher candidate participants claimed to plan to include diverse representations related to race and ethnicity and abilities. An overwhelming majority claimed to plan including diverse representations related to religion, language, and family structure. Yet, barely half claimed to plan to include diverse representations of gender in their future class libraries. Reasons teacher candidates provided for not including diverse representations of gender include (a) that children are too young, (b) fear related to parental and administrative response, (c) feeling uneducated about gender diversity, and (d) religious beliefs.

This research paper aims to analyze the perspectives of a selection of Jordanian women between the ages of 20 and 50 on social justice and explore if ingrained gender discrimination prevents women from attaining equality in Jordan. It tries to pinpoint the factors that hinder or motivate women to pursue social justice in Jordan while identifying their views on the existing opportunities and barriers to achieving social justice. Results reveal that the profoundly ingrained dynamics of the Jordanian social structure--culture, socialization, and gender discrimination--play an integral part in preventing women from attaining social justice in Jordan. Moreover, the results show that collaboration between women and their political representatives in society is a must for fostering social justice in Jordan; it is not enough to rely only on providing a good education for women.

The study investigates the effect of gender-integrated media literacy and media literacy training in terms of pre-service teachers' noticing and analysing gendered messages in the media, and developing attitudes and consciousness towards these messages. The experimental design was used to examine whether the training sessions resulted in a change in the traits that were used to measure in pre-service teachers. The research data were collected through the Gender Equality-Conscious Media Literacy Scale, and the pre-test-post-test scores were analysed. Furthermore, the perspectives of pre-service teachers who participated in the training sessions were investigated using content analysis after the training sessions. Gender-integrated media literacy training was found to be a highly effective method of noticing and analysing gendered elements in the media.

This article looks at the meaning of solidarity as related to the Egyptian uprising of January 2011. Through participant interviews, field notes, and observations, the author examines the role of grassroots theatre in enabling the aspirations of the revolution to live on amongst its players, and despite more stringent state control over the arts and freedom of expression. The author examines how solidarity can take different forms through silence, witnessing, and embodied creative works.

In recent years there has been substantial growth of women playing in and competing at the top levels of traditionally male-dominated sports, including Australian Football. By comparison, the number of women officials have not increased at the same rate, raising multiple questions about retention, participation and sustainability. This paper reports the experiences of girls and women Australian Football officials. 27 umpires who identified as girls, women or as non-binary participated in interviews or focus groups which were then analysed thematically. Findings indicate that regardless of their location, level of experience, or seniority, girls and women faced overt and covert exclusion and discrimination in umpiring due to their gender. These included microaggressions delivered through the framing of their appointments to games, change room practices and gendered and sexual harassment. Discursive constructions often positioned the participants as 'different' and 'lesser' in their abilities and belonging, impacting their desire to continue umpiring. We argue that the current cultural context of umpiring is at best marginalising to girls and women, and at worst hostile and dangerous. To improve these environments, commitment to and strategy for reform is needed at a broad, institutional level, and at a local, interactional level, including specific education and inclusion initiatives, targeted development pathways, investment in infrastructure and policy, and ongoing analysis of change.

Basic vocational training (BVT) represents a new opportunity within the Spanish education system to reduce the school drop-out rate and ease the transition into the workplace. However, this educational route is highly male-dominated and presents a high degree of segregation by gender and pathways. It was therefore necessary to carry out a gender-based analysis and investigate the processes, options and reasons behind students' decisions to opt for a particular professional category. To achieve this, we carried out 35 in-depth interviews at educational centres that teach BVT in the Valencian Community, Spain. Our main findings were that BVT is not only highly male-dominated, but that the female-dominated branches are few and far between, are still subject to strong stereotypes, enjoy less prestige and have fewer job prospects. Therefore, BVT and its impacts are far from gender neutral. In addition, this negatively influences future training and employment options and choices, especially for females, which obviously has a direct impact on their professional careers and life courses.

Living in a wasted world is an educational problem that requires a radical shift in more-than-human relationships. Education has served as a means for re/producing socio-ecological waste by legitimizing discrimination among earthly beings. Ecofeminism reveals a common mechanism underlying different hierarchies as well as embodied connections between more-than-human beings. I explore an alternative way to envision more-than-human education in a wasted world by combining ecofeminism with other fields. First, the relationship between more-than-human subordination and more-than-human entanglement is investigated in terms of waste-bodies. As waste-bodies reflect a crisis of world reproduction, I examine how gendered reproduction, education, and waste reinforce each other while creating fissures. The ferality of waste-bodies breaks forth from the ruptures, forming a more-than-human sociality. This creates a space for an ecofeminist education of ecotone that appreciates the exuberance of the liminal. I suggest more-than-human education as a transspecies responsibility materialized through sensual kinship with the world.

This article derives from ongoing higher education governance research in Sweden using a mix of ethnographic methodologies and data to explore and analyse patterns of gender and class inequality and injustice. The article has very specific data comprising two STEM doctoral appointment procedures together and uses a particular methodology called Qualitative Content Analysis (QCA). It raises questions relating to potential discrimination and injustice in the appointment procedure, including pure fabrication related to applicants' competences and symbolic violence. Such violations are not uncommon in STEM, particularly toward women according to previous research, both within the ongoing project and by other researchers. Internal governance structures and procedures should anticipate and combat these tendencies. The article indicates that this did not happen in relation to the investigated appointment processes.

Whilst other sporting narratives of girls and women from the Global North have been well explored, there is limited research about girls from a Fijian background. Furthermore, within this ethnic/cultural group, their diverse voices are not well understood. Indo-Fijian girls who are of a South Asian background, and were born and reside in Fiji, are marginalised to a triple degree in the country's sporting platforms: they face gender inequalities emanating from a patriarchal society; secondly, they are marginalised in terms of race and ethnicity, thus not having access to the same sporting opportunities that their iTaukei (Fijian natives) counterparts do, especially in mixed-race team sports. Finally, Indo-Fijian girls are economically disenfranchised, living in the peripheries of the Global South, where they struggle with a lack of funding, inequitable policies and an unstable political climate. This triple layer of marginalisation deprives Indo-Fijian girls/young women of real opportunities and rights in the sporting fields to play sports for better health and fitness as equal Fijian citizens. This study reports on a one-year ethnographic research and presents sporting narratives of young Indo-Fijian women aged between 16 and 25 years from the capital city of Fiji. The data was collected employing photo-elicitation interviews aiming to illuminate the experiences and trajectories within formal and recreational sport and physical activity of Indo-Fijian girls. The paper draws upon critical, intersectional and poststructuralist theories to thematically analyse the data. The young women's narratives reveal that many times their athletic pursuits and passion disrupt the Fijian gender, racial and class orders as they consistently exercise their daily and sporting agency; sometimes these girls also find themselves complying with the hegemonic gender/racial order. This study amplifies local and marginalised voices of Indo-Fijian girls and emphasises the urgent need for inclusive and innovative educational pathways for Indo-Fijian girls in Fiji's schools, thus fulfilling the country's ratification of the Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW).

The focus of this paper lies in our special interest in women leaders and those aspiring to leadership positions in schools and other educational contexts within Australia. Leadership is a gendered concept, and due to a myriad of factors including conscious and unconscious bias, and the challenges of balancing career with other life commitment, the reality is that women's career journeys are different from men's. Women's unique career trajectories have implications for achieving their leadership potential. In addition to reviewing some of the extant literature in the area of women in educational leadership, we share our experiences and reflections based on our research and the leadership development programmes we have run for women mainly in Australia. These programmes have reinforced to us their value, place, and contribution to enhancing women's capacities for leadership. In this paper, we address the following four key questions as they pertain to women leaders within the Australian context: (1) Why a focus on gender and leadership? (2) What are some of the barriers impeding women leaders? (3) Why is it important to have multiple faces of leadership? (4) Why is women's leadership development everyone's responsibility?

The authors of this paper adopted a transformative framework in this article to examine how the legacy of apartheid continues to manifest within higher education in South Africa. In particular, the authors analyzed (a) how mainstream mentoring knowledge of 'black' and 'marginalized' people have influenced mentoring in post-apartheid South Africa; (b) varied ways in which mentoring initiatives and programs have been silenced and ignored previously marginalized voices through the application of apartheid mentoring knowledge, and (c) shared how the mentors/lecturers and students show and tell their stories about the demands of mentoring and the emphasis of contextual and responsive mentoring for the previously marginalized people in higher education in South Africa. The shortage of mentoring has been cited as a crucial reason for women's lack of advancement in leadership. Implications for advancing transformation through mentoring in higher education in South Africa are also discussed.

Dominican-born children of Haitian descent are frequently excluded from the public education system in the Dominican Republic. Barriers to participation include poverty, discriminatory government policies, and structural barriers within school settings. Females of Haitian descent face additional barriers due to gender discrimination. The current study used modified grounded theory to analyze qualitative interviews from 32 Dominican females of Haitian descent to explore factors that promote and impede educational resilience. Barriers to school participation included: the economics of school integration and persistence, poor cultural and learning climate within school, and limited structural supports for female students who want to pursue education while pregnant, or raising children. Factors described as promoting educational resilience included: successfully balancing work and study from an early age, having supportive social networks, and holding strong beliefs about the future value of education. Findings challenge and inform dominant discourses about factors that impede and support educational resilience.

This study examined the prevalence of student-to-student and staff-to-student sexual harassment in K-12 schools and school district compliance with Title IX using a retrospective survey of young adults. Participants (n = 511) were asked to describe their knowledge of policies and procedures regarding Title IX, the prevalence of sexual harassment, and the school's observed response to harassment using a 34-item, anonymous online survey. Descriptive statistics revealed that 13.4% of participants perceived that sexual harassment at their K-12 school district was at a "moderate" or "high" level, 50.1% reported that they either knew someone who experienced sexual harassment by a school employee or experienced it themselves, and 17.4% (n = 89) of individuals personally experienced one or more incident of staff-to-student sexual harassment. Nearly all (94%) students were unable to identify their Title IX compliance officer and 70% were unaware of how to file grievances. School districts without policies and materials that address sexual harassment had statistically significantly higher rates of harassment than school districts with policies (p = 0.01) and materials (p < 0.01).

The concept of #BlackGirlMagic has resonated with Black women and Black girls across the world. Black Girl Magic is as unique as a fingerprint and serves as an invitation for Black girls to be present as their true, most powerful selves. In reflecting on the power of Black Girl Magic for Black girls as 5 Black women in psychological science and education, we describe 3 recommendations for cultivating supportive spaces for Black girls to be magical. These recommendations can serve as an important starting point for future conversations and purposeful action.

The purpose of this study was to determine if attending a single-sex, STEM-focused school was related to science and mathematics achievement among a sample of African American and Latina eighth-grade girls in one school district. A nonequivalent group, post-test only design was utilized in the study to mitigate the effects of selection bias. We analyzed secondary data using multiple regression, controlling for race/ethnicity, socioeconomic status, and prior mathematics achievement. The results suggest that students who attended the single-sex middle school scored significantly higher than students who attended the co-educational middle schools in mathematics and science.

This essay uses Paulo Freire as inspiration of thinking about the limits and possibilities of building bridges between elite universities in the Global North and communities around the world given the historic and present-day entanglements between these universities and empire, colonisation, and epistemic violence. It sheds lights on how racialised and gendered capitalism distorts our collective possibilities for shared thriving, freedom, and bridging relations of difference. The essay reflects what is at stake in our current world and puts forward ideas for how we might begin to the process of transforming the modern-colonial structures of elite universities to create conditions of solidarity between universities and communities.

Most college students do not report sexual violence (SV) incidents reportable under Title IX to their universities. Several studies focus on Title IX in regard to gender equality in sports or SV survivors' perceptions of their Title IX experience. However, few studies examine the knowledge and perceptions of Title IX of the general college student body using qualitative methods. This study expands upon this literature by exploring college students' perspectives on Title IX, including the most recent amendments to Title IX regulations. Focus groups and interviews were conducted with 55 students with different levels of Title IX experience at one university. The results show that, with the exception of students with Title IX experience, most students lack knowledge about Title IX regulations and procedures, but all students had high expectations of the Title IX office. There is also skepticism and confusion surrounding changes to Title IX regulations.

This article demonstrates how discursive constructions of pregnant schoolgirls produce social and material consequences for girls in Southern Africa. Critical feminist scholars have argued that diverse actors frame girls across the global South as either monolithic, sexualised victims and sites for intervention or as hyper-agents, uniquely capable of changing the world. In either case, pregnancy is pathologised and girls' education is put forth as the solution to untimely sexuality and poverty. Through an ethnographic study of student pregnancy in Malawi, I show how education actors leveraged stories of pregnant schoolgirls to inform curriculum, policy, and resource distribution; and how young women engaged with these stories in school. I focus in particular on three students. While my renderings of these girls' stories are inherently partial, they demonstrate how binary discourse can shape girls' educational access and retention, even as it misaligns with their lives.

The underrepresentation of female faculty in science, technology, engineering, and mathematics (STEM) disciplines is a globally acknowledged gender equity concern; however, it remains under-researched in post-Soviet contexts. Using a theoretically informed analysis, this paper explores how female STEM faculty members navigate their gender identities in domestic and academic spheres in post-Soviet Tajikistan. In-depth semi-structured interviews were conducted with 21 female faculty members. The results indicated that parental discourses and family circumstances enabled female faculty members to defy the gendered oppositional inscription of STEM, while the performance of non-hegemonic masculinities by spouses, male mentors, and academic supervisors supported their career advancement. However, the gendered micropolitics of higher education institutions significantly undermined the performance of female STEM faculty members' identity and subjected them to discrimination, marginalisation, and isolation.

There is growing visibility of online 'manfluencers' who espouse extreme masculine ideals and share them with their audiences of boys and young men. Taking this phenomenon as a launch-pad, we join the tradition of research that exposes sexism in schools and theorizes girls and women's experiences of working within and against masculine hegemony. Drawing on qualitative interviews with 30 women teachers in Australia, we suggest the sexism identified in early research endures in schools today, resurrected in part by the ubiquity and influence of one specific misogynist 'manfluencer', Andrew Tate. Employing Connell's hegemonic masculinity, we suggest boys' sexist practices towards their teachers and girl peers forms part of a strategy of gender inequality legitimization, stabilizing and reinvigorating a regressive 'male supremacy'. These behaviours represent a backlash from boys and men who perceive a loss of gendered power in the post-#metoo era and have implications for girls and women in schools.

The persistent gender inequalities in higher education are an ongoing concern among academics. This paper investigates how male and female academics perceive the need for gender-related changes to support academic women's career advancement in China. Drawing on 40 interviews with male and female academics at a leading Chinese research university, this paper finds that attitudes among male academics were overwhelmingly negative toward the necessity for gender-related changes, whereas the female academics' responses varied. Two underlying issues cause the relatively similar degrees of unwillingness of men and women to make gender-related policy changes at universities. First, these academics had a strong belief in merit-based rules for promotion, which embedded gender blindness in the name of 'fairness'. Second, the power of individual choice was the determining factor for women's career progression, although both men and women acknowledged that their traditional cultural beliefs were rooted in processes and practices that systematically disadvantaged women. The findings expose academics' low expectations for the successful creation or implementation of institutional policies that support academic women's career development, considering that male academics did not support gender-related changes, and female academics were not united in their perspectives. In addition, socio-cultural norms were a critical obstacle. The findings suggest that the successful implementation of any gender policies must meet two conditions: they should stress equal opportunities for both sexes and should not jeopardize the perceived 'fair' meritocracy in academia.

The authors utilize a duoethnographic approach to interrogate their positionality within a co-caring community of elementary school educators who participated in a week-long writers' workshop as part of their professional development. The teachers worked in a rural elementary school in the American South that served students who represent multiple/intersectional marginalized identities. A self-reflexive inquiry led to connections between the gendered hierarchies in the authors' evangelical upbringings and the top-down authority structures in the immediate school context of the professional development. In both instances, micro-resistance to gendered hegemony took form in co-caring communities among women. However, these co-caring communities also caused tension for women who risked severing relationships to leave oppressive situations.