This study focused on socio-cultural determinants of teachers’ attitudes towards leadership effectiveness of female head teachers in public primary schools in the Morogoro region, Tanzania. The study was informed by social cognitive theory which was introduced by Professor Albert Bandura in 1986. Convergent research design was adopted for this study, where a mixed-research approach was used in this study under pragmatism research philosophy. The targeted population was 6,047 comprising 2,976 teachers, 228 female head teachers, 10 educational officers, 97 educational quality assurance officers and 2,736 school committee members. Questionnaires and interviews were used as data collection instruments in this study. Purposive sampling technique was used to select 15 participants for interview while simple random sampling technique was used to obtain 378 participants for questionnaires. Further, on the quantitative side descriptive statistical method was used for data analysis through the scientific package of social sciences version 27.0 while on the qualitative data analysis thematic analysis method was used. On the quantitative side, the findings showed that socio-cultural determinants of teachers’ attitudes towards leadership effectiveness of female head teachers in public primary schools in the Mororgoro region are generally gender stereotypes, patriarchal norms and societal expectations. Further, in the qualitative side, sociocultural determinants of teachers’ attitudes towards leadership effectiveness of female head teachers in public primary schools in the Morogoro region are thematically low pointing to gender stereotypes, patriarchal norms and societal expectations. Moreover, the study concluded that, socio-cultural determinants of teachers’ attitudes towards leadership effectiveness of female head teachers in public primary schools in the Morogoro region are identified as little prevailing in schools headed by female head teachers though the little prevailing situation which has been identified should not be ignored. That being the case, the study recommended that educational practitioners use mass-media to frequently broadcast about gender awareness to teachers as the little negative determinants prevailing in schools may be unconsciously transmitted to other teachers and students. Also it is recommended that educational practitioners try their best to conduct various gender related workshops in schools even once per year. Along the same lines, educational stakeholders continue making implementation of gender-related policies because if they will decelerate, the issue can be transmitted to other teachers and students. On top of that, for any researcher who will be interested to study the related topic, it is recommended that he/she should do the same study at other educational levels like secondary schools, teachers training colleges and universities.

Prior research with children suggests that-by 6 years of age-they endorse a gender-intelligence stereotype, whereby brilliance is associated with men, not women. This stereotype aligns with adult perceptions and may contribute to the underrepresentation of women in fields viewed as requiring intrinsic aptitude (i.e., brilliance). Here, we examined whether gender composition within occupations is used by children as a cue to intelligence. Across two experiments with 6-10-year-olds living in the United States (U.S.) and tested online, we manipulated the gender composition of workers in novel jobs and assessed children's trait inferences and social preferences about those jobs. In Experiment 1, children judged intelligence and niceness for groups with majority-male or majority-female workers. In Experiment 2, we introduced scenarios emphasizing brilliance, perseverance, or physical strength, and assessed children's judgments about the groups using both direct and indirect measures of trait attributions and social preferences. Across both studies, children showed no evidence of associating male-dominated jobs with intelligence. Instead, their judgments reflected in-group gender bias (i.e., preference for the group with their own-gender majority) and domain-specific stereotypes, such as "female = nice" and "male = strong." Within this contemporary U.S. sample, children's stereotypes about intelligence appeared more context-dependent and socially motivated than a simple, global "male = brilliance" association would suggest. We discuss the importance of considering both social affiliation and trait-specific reasoning-as well as cultural and developmental context-when characterizing the emergence of children's gender stereotypes.

Leveraging machine learning to identify gendered stereotypes and body image concerns on diet and fitness online forums.

Undermining Confidence: Examining Trainees' Perspectives on Confidence in General Surgery.

The rapid iteration of digital media has pushed BL (Boys' Love) culture out of the niche subculture circle, relying on various media such as online novels, film and television secondary creation, and short videos to widely spread, which has had a profound impact on the construction of contemporary youth gender cognition and the shaping of values. This article uses literature research and data analysis methods to integrate authoritative research data and real communication cases, explore the forms and communication characteristics of BL culture in media representation, analyze its dual effects on youth gender equality awareness, stereotype breakthrough, and identity cognition, clarify the inherent relationship between BL cultural communication and the transformation of youth gender concepts, and propose scientific guidance strategies. Research has found that BL culture disseminated via media helps young people dismantle traditional gender stereotypes and cultivate diverse and inclusive concepts, but there is also a potential risk of gender cognitive misguidance; The positive diversification and inclusiveness of contemporary youth's gender concepts are closely related to the media dissemination orientation and content presentation quality of BL culture.

Purpose: While Emotional Intelligence (EI) is widely praised as a critical competency for entrepreneurial success, this article argues that its utility is not gender-neutral. This review applies a gender lens to examine the implications under which high EI may generate unintended professional and psychological costs for women entrepreneurs. Design/Methodology/Approach: A systematic review of peer-reviewed literature from 1990 to the present was conducted across major business, psychology, and sociology databases. Keywords included “emotional intelligence,” “women entrepreneurs,” “gender stereotypes,” “emotional labor,” “entrepreneurial success,” and “downsides of EI.” Findings: A close reading of the literature suggests that high EI can, in practice, generate a set of interrelated challenges for women entrepreneurs. These challenges include intensified expectations to assume emotional caretaking roles, an increased burden of ongoing emotional regulation within the venture, and persistent internal tension between empathic orientations and norms of assertive entrepreneurial leadership. Originality/Value: This article challenges the universally positive narrative surrounding EI in entrepreneurship. By applying a gendered lens, it contributes a critical perspective to the literature, highlighting that for women entrepreneurs, high EI can function as a double-edged sword, simultaneously enabling relationship-building while creating unique professional and personal costs. The review calls for a more nuanced understanding of EI and provides recommendations for future research, training, and support systems.

Mainstream heterosexual pornography remains at the center of feminist and academic debates, particularly due to its reliance on gendered stereotypes that eroticize male dominance and female submission. While extensive research has examined the production of these stereotypes and their potential effects on viewers, much less is known about how viewers themselves interpret and classify pornographic content and what role gendered stereotypes play in these processes. Drawing on in-depth interviews based on Q-methodology with 81 participants, this study explored the diverse ways in which individuals make sense of and classify pornographic titles. We focused on pornographic titles, as they allow for systematic variation in gendered stereotypes without the interference of other confounding variables, while also representing a key factor in how viewers select pornography. Our analysis revealed five distinct viewer groups, each applying different interpretations based on three key classification principles: gendered pleasure, gendered power, and the continuum between fantasy and realism. Our findings show that while some viewers reproduce dominant gendered scripts in porn, others resist or reframe them based on personal values, lived experiences, and sexual fantasies. In doing so, this study contributes to the growing body of demand-side research on pornography, highlighting the active and varied ways in which audiences engage with gendered representations.

This study examines how human resource management practices, work–family conflict, and family support influence organizational commitment among female healthcare workers in public hospitals, considering the mediating roles of work–life balance and job satisfaction and the moderating role of gender stereotypes. Using a mixed-methods design, survey data were collected from 695 female healthcare workers in four public hospitals in the Mekong Delta, Vietnam, and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings show that compensation and benefits, working conditions, and work environment significantly improve work–life balance, while all HRM practice dimensions positively affect job satisfaction. Job satisfaction emerges as the strongest predictor of organizational commitment and serves as a key mediating mechanism. Work–family conflict displays asymmetric effects: work-to-family interference weakens commitment, whereas family-to-work interference strengthens it. Family support enhances work–life balance, and gender stereotypes shape organizational commitment both directly and indirectly by moderating work–family relationships.

“La Femme naît libre et demeure égale à l’Homme en droits ...”. Olympe de Gouges’ declaration was the first document advocating legal equality for women. It opposed the Declaration of the Rights of Man, which granted rights only to men, excluding women from political participation, property ownership, and professional opportunities. In 1793, de Gouges was executed by guillotine, accused of "forgetting the virtues of her sex" and interfering in politics. Robespierre later banned women’s associations, closing their clubs and newspapers. As she was led to execution, de Gouges allegedly said: "Women have the right to mount the scaffold; they must also have the right to mount the rostrum." Over two centuries later, gender stereotypes persist. Like a time machine, they replicate past accusations and consequences. Gender-based biases continue to shape education, professional advancement, and social dynamics. This study examines how teachers in Sicily address gender discrimination in schools. A CAWI survey conducted by Telefono Arcobaleno Onlus gathers data on how teachers detect pupil distress and intervene in cases of bias and inequality. Schools play a key role, educators observe the formation of stereotypes at an early stage and can act to counter discrimination. The findings aim to improve intervention strategies, provide practical tools for teachers, and reinforce education’s role in protecting children from gender discrimination.

ABSTRACT This systematic review synthesizes empirical research published between 2010 and 2024 to examine how gender norms and stereotypes influence peer relationships among children aged 6 to 14—a critical period for social and emotional development. Drawing on 43 peer-reviewed studies from 17 countries and following PRISMA guidelines with a narrative synthesis approach, the review addresses two key questions: (a) How do gender norms shape peer relationships and social outcomes in childhood? (b) What are the social consequences of gender nonconformity in peer interactions among children? Findings reveal that children who conform to traditional gender roles generally experience higher peer acceptance, while gender-nonconforming children are more likely to encounter exclusion and bullying, which can negatively affect their developmental trajectories. Boys, in particular, are more vulnerable to social sanctions when deviating from masculine norms. Moreover, children’s perceptions of gender typicality and peer expectations play a pivotal role in regulating social behavior and reinforcing conformity during this formative stage. This review contributes uniquely by integrating gender norms, peer dynamics, and developmental outcomes within a comprehensive framework. It highlights the critical role educators can play in fostering inclusive peer environments that respect gender diversity. The findings offer actionable insights to support pastoral care interventions aimed at addressing exclusion and bullying rooted in gender norms and to inform policy and curriculum development focused on emotional well-being, inclusion, and gender equity in childhood.

ABSTRACT Is personalized social media beneficial for female politicians, and how do voters respond to personalized posts from these candidates? To explore this question, this study employs a unique dual-method approach that integrates content analysis of candidates’ Facebook posts with online experiments evaluating voter responses. Additionally, the study refines the definition of personalization to include both the privatization of candidates’ personal lives and the individualization of their viewpoints. The findings show that although posts about candidates’ private lives are relatively rare, there’s been a notable rise in content reflecting individual viewpoints. Content analysis suggests that female candidates are less likely to use personalized messaging. However, online experiments reveal that voters respond positively to such content, increasing both likability and voting intentions. These results suggest that female candidates, still navigating gendered expectations, may be underestimating the advantages of personalization – possibly because voters’ attitudes have evolved more quickly than the candidates realize. This disparity between their limited use of personalized messaging and the favorable voter response underscores the complex influence of gender stereotypes on women in politics.

ABSTRACT Endometriosis is a chronic and often debilitating condition affecting around 10–15% of individuals assigned female at birth, yet diagnosis is delayed by five to eleven years. Beyond biomedical limits, socio-epistemic factors crucially shape how pain is perceived, communicated, and legitimized. This study analyses how epistemic and affective injustices intersect in clinical encounters, showing how power asymmetries sustain diagnostic delay. Testimonial injustice arises when patients’ credibility is deflated through gendered stereotypes of emotionality, leading to psychologization or trivialization of pain reports. Hermeneutical injustice emerges when menstrual and pelvic pain remain conceptually unintelligible within dominant medical frameworks, limiting patients’ interpretive resources. We also identify a form of affective injustice – pathologising affect – in which emotions and bodily experiences are reframed as psychiatric disturbances, disqualifying affect as a legitimate epistemic source. Drawing on source-based epistemic injustice, we argue that downgrading affective experience undermines epistemic agency and diagnostic accuracy. Together, these mechanisms form a self-reinforcing loop that perpetuates epistemic and affective harms.

Researchers have consistently found that gay men are more likely to be sexually assaulted than their heterosexual counterparts. After an individual is sexually assaulted, they may decide to report the assault to the reporting authorities. While homophobia has been identified as a barrier to reporting sexual assault among male sexual assault survivors, little attention has been devoted to illuminating the intersections of racism and homophobia in the reporting process. This study aimed to determine the ways in which the racial/ethnic and sexual identity of gay Latino sexual assault survivors affects the decision-making process to report sexual assault. Fourteen men (N = 14) participated in the study from six cities in the United States. Participants were recruited through a newspaper, a geosocial networking app, and personal contacts. In-depth, semi-structured interviews were conducted either in English or Spanish, audio-recorded, and subsequently translated (when in Spanish) and transcribed verbatim. Coding methods consistent with thematic analysis were conducted. Results from the interviews revealed three major themes related to how racism and homophobia impact the decision for Gay Latino men to report sexual assault to authorities: (a) gendered stereotypes, (b) fears of homophobic reactions by reporting authorities, and (c) effects of various stigmas on the reporting process. Findings provide rich and unique insight into how race, ethnicity, gender, and sexual orientation affect the decision-making process for gay Latino male sexual assault survivors. Results lend themselves to providing survivor-centered support to gay Latino sexual assault survivors in a culturally responsive fashion.

The article examines barriers and challenges women face in active political participation within major political parties in Zimbabwe, focusing on the policies and mechanisms that inhibit their involvement while offering recommendations for improvement. Data was collected through interviews and focus groups with 20 purposively and conveniently sampled participants from Harare and Bulawayo, along with critical documentary analysis. The data was analysed methodically using qualitative exploratory and descriptive methods, employing thematic analysis to identify and interpret patterns within the qualitative data. Grounded in intersectionality theory, this research highlights the varied identities and experiences of women, challenging the notion of a homogeneous group. The findings reveal entrenched patriarchal policies and a first past-the-post electoral system that collectively disadvantages women, particularly in decision-making roles. Although proportional representation offers potential benefits for increasing women's political representation, the study shows that systemic barriers such as discriminatory laws, gender stereotypes, and cultural norms continue to undermine these opportunities. Women candidates often face intense scrutiny and discrimination based on their marital status, further complicating their political engagement. This article calls on governments and political parties to promote women's participation and implement more robust gender-sensitive policies, alongside supporting women's economic empowerment, to enable independent decision-making and foster genuine political involvement.

This paper navigates the legal and socio-economic complexities of institutionalising Menstrual Leave Policy (MLP) in India, analysing whether such measures constitute a necessary accommodation of biological difference or an inadvertent reinforcement of gender stereotypes. While MLP is gaining traction globally—exemplified by legislative frameworks in Spain and Japan—and domestically through private sector initiatives and state-specific policies like those in Bihar, India lacks a centralised legislative mandate. This paper contextualises the framework of MLP, exploring the tension between the constitutional Right to Health and Dignity (Article 21) and the potential for ‘benevolent sexism’ that may arise from sex-specific labor protections. Relying on the constitutional safeguards of ‘protective discrimination’ under Article 15(3) and the directive for ‘just and humane conditions of work’ under Article 42, the paper emphasises that recognising menstrual health is imperative for substantive equality. However, it critically assesses the economic ramifications, specifically the risk of hiring bias and the marginalisation of women in the workforce due to perceived costs. The paper further discusses the fears concerning the unorganised sector and the exclusion of gender-diverse menstruators from current policy discourse. The paper proposes a nuanced policy trajectory that transcends a binary debate. It proposes a shift toward degendered language, the integration of flexible work arrangements as viable alternatives to fixed leave, and state-supported mechanisms for vulnerable sectors. The paper concludes that achieving true menstrual equity requires a multi-faceted approach that balances biological needs with workplace neutrality, thereby preventing the weaponization of biological difference against female labor participation.

As a contribution to African context-based sociocultural psychology (Nsamenang, 2006), this chapter explores children’s experiences of sociocultural anxieties and gender-based violence (GBV) in the Busoga sub-region of Uganda. Drawing on child-focused qualitative methods and activities with school children, the study reveals how deeply entrenched cultural norms and gender stereotypes contribute to the prevalence of GBV in schools. The findings highlight that children, girls and boys face and/or perceive multiple forms of gender-related violence, including physical, sexual, and emotional abuse, which are often directly or inadvertently perpetuated by peers, teachers, and other community members. The chapter presents a unique understanding of the sociocultural anxieties related to violence, from the perception of traditional gender roles, and the pressure to conform to societal expectations, among school children. The chapter presents a discussion of the psychological and educational impacts of GBV as a threat to children’s school achievement. By examining the intersection of sociocultural factors and GBV, this chapter provides a nuanced understanding of the challenges faced by school children in Busoga and offers practical recommendations for creating safer and more supportive educational environments. The study underscores the role of children in advancing their own agency that provides a voice relevant to school-based and other interventions in addressing these issues. This research contributes to the broader discourse on GBV in educational settings and highlights the urgent need for culturally sensitive approaches to combating violence and supporting vulnerable children in Uganda. The chapter is also a leapfrog towards decolonial psychologies, as earlier idealised by African Psychologists, like, among others, Bame Nsamenang. The chapter concludes by calling for increased awareness and targeted efforts to dismantle actual and perceived harmful cultural practices and promote gender equality, thereby fostering a more inclusive and protective atmosphere for all students.

Gender-stereotype toys play a crucial role in early childhood development, offering opportunities for learning and skill-building, in specific cognitive skills. This study examines how adults perceive the cognitive skills promoted by gender-stereotyped toys and explores whether these perceptions align with traditional gender norms. Using an online survey, 176 participants (age from 18 to 94) evaluated toys previously classified as boys’, girls’, or gender-neutral based on their potential to foster seven cognitive skills: assertiveness, creativity, mathematical skills, spatial reasoning, social behavior, technical skills, and verbal skills. Toys were classified based on previous research and established criteria. The results revealed significant differences in adults’ subjective ratings. Boys’ toys were associated with assertiveness and technical skills, while girls’ toys were linked to creativity, social behavior, and verbal skills. However, no significant differences were found for mathematical skills or spatial reasoning, suggesting potential shifts in gendered perceptions. The study highlights the persistence of gender stereotypes in toy evaluations and emphasizes the importance of providing diverse play opportunities to foster a broad range of cognitive skills in all children. In future studies, the discrepancy between perceptions and actual developmental outcomes should be analyzed in depth, e.g., observing children’s interaction with toys.

Patriarchy refers to the system of male domination over women in society. The man in a patriarchal setup looks at women as contingent beings who gain their meaning and value only in relation to men. The power that men wield over women flows from the patriarchy, which legalizes all forms of oppression and exploitation. The current study scrutinizes Jenny Tomlin’s (2005) memoir Behind Closed Doors by implementing a feminist critical discourse analysis perspective. Walby’s (1990) six structures are used to investigate the issue of patriarchy by relating them to specific feminist ideologies. The close analysis of Tomlin’s memoir denotes that the whole text revolves around three main ideologies: gender inequality, objectification, and stereotyping. These three ideologies have been found spreading in the six investigated structures, with objectification through sexuality and violence as the leitmotif in the whole narrative. This result proves that Tomlin’s story is a demonstration of the dark face of patriarchy. Feminist critical discourse analysis discloses the ways patriarchal structures (with their manifested ideologies) are encoded in the text so that women and readers, in general, can avoid, resist, and/or modify.

Math anxiety represents a substantial barrier to many students’ math learning. In this paper, we apply interdisciplinary perspectives to data on over 13,200 ninth graders and their math teachers from the High School Longitudinal Study. Results suggest that being perceived as dis/abled relates to heightened math anxiety regardless of adolescents’ gender, or race and ethnicity. Our intersectional approach reveals that adolescents’ expressions of math anxiety do not always correspond with gender, racial, and ethnic stereotypes, with Black girls, Black boys, and Latine boys expressing relatively low levels of math anxiety. Finally, consistent with the principles of inclusion and universal design, placing students into groups of mixed ability is the only teacher approach to grouping that does not relate to high levels of math anxiety for any subgroup of students. With intersectionality and interdisciplinariness the pillars of Disability Studies in Education, this study contributes to critical research approaches and policy considerations.

Abstract The rapid emergence of Generative Artificial Intelligence (GenAI) tools has introduced both new possibilities and risks for supporting inclusive teaching and learning in STEM education. Although GenAI is increasingly adopted in primary and secondary schools, little is known about how teachers conceptualise its potential to support or hinder gender inclusiveness in STEM classrooms. Using qualitative Grounded Theory methodology, this study explored how teachers perceive the opportunities, challenges, and implications of integrating GenAI in ways that might foster girls’ engagement in STEM subjects. Primary and secondary school teachers in Australia ( N = 7 ) were interviewed to understand the factors influencing the adoption of GenAI to support girls’ participation in STEM. The findings revealed three interrelated factors that were shown to influence teachers’ adoption of GenAI tools: (1) teachers’ familiarity and experience with GenAI, (2) the paradoxical nature of GenAI, and (3) first-order and second-order implementation barriers. The findings also show that teachers’ reflections on gender-inclusive applications were speculative and influenced by their general concerns about gender stereotypes and the biases embedded in GenAI content. Together, teachers’ familiarity and experience with GenAI presents as a critical factor affecting educators’ adoption of these tools to bridge gender gaps in STEM, and that teachers experience significant external barriers that impact their ability to effectively integrate GenAI tools into their teaching and learning practice. Based on the insights learned, the study offers practical recommendations for teachers, schools, and policy makers that promote the adoption of GenAI tools to foster girls’ engagement in STEM.