Social Constructionist Research Articles

REPRESENTATION AND DEMOCRATIC PROCESS IN THE PRODUCTION OF ACCOUNTING STANDARDS BY THE IASB: A DISCURSIVE ANALYSIS

In a globalized world where representation and democratic values ​​are extolled, especially in the West, institutions that do not profess and practice them are criticized for lacking legitimacy. The International Accounting Standards Board (IASB), as a social institution, influences and is influenced by the social environment. However, criticism has been leveled at the institution regarding its legitimacy, especially because it is a private regulatory entity. Such criticism calls into question values ​​such as independence, public interest, due process, accountability, diversity, and representativeness. The objective of this paper is to analyze, based on some documents published by the IASB, the values ​​that this institution professes, seeking to confer the perception of legitimacy before the public. The theoretical premise adopted is that of social constructivism and institutional accounting theory, which advocate that meanings and symbols are social constructions and that, therefore, institutions play an important role in the creation, maintenance, or modification of symbolic universes, as well as in their legitimacy. Discourse Analysis (DA) will be used as an instrument capable of revealing the values ​​advocated by the IASB. In the end, it is found that the IASB has professed values ​​such as representativeness, diversity, transparency, due process, public interest, independence, and accountability, seeking to legitimize itself before the public. In this sense, this article contributes to highlighting that the IASB's discourse is in tune with social values ​​dear to the Western world.

Exploring clinician perspectives of systems-based practice: A physician training challenge.

Systems-based practice (SBP) has been a competency in US graduate medical education for over 20 years, but it is not well implemented. SBP is loosely defined as physician's responsiveness to the larger system of healthcare. The aim of this study was to describe healthcare professionals' perspectives regarding: (1) their knowledge and beliefs about SBP and (2) their beliefs regarding factors in clinical learning environments (CLE) that facilitate or hinder operationalisation and learning of SBP. Semi-structured interviews were conducted between November 2020 and April 2021 with 42 individuals from four health systems. Participants were healthcare professionals involved in graduate medical education, including physicians and interprofessional clinicians (e.g., nursing staff). Interviews were transcribed and coded using a social constructivist, codebook thematic analysis approach and themes were agreed upon through discussion amongst the research team. Five themes were constructed: (1) SBP remains a challenge to define, (2) SBP may be intuitively understood, particularly when framed at the microsystem level, (3) SBP aligns with the Health Systems Science framework, (4) SBP learning must be intentionally integrated into the CLE, through training such as onboarding and (5) multidisciplinary settings and work processes are critical to engage in SBP. Workload compression is a barrier to SBP implementation. Healthcare professionals highlighted that current CLEs are not designed to prioritise SBP. Graduate medical education programmes may benefit from focusing systems content at the microsystem level and purposefully integrating onboarding procedures, clinical settings and rotations specifically designed to teach SBP into their residencies.

Making a difference with matter in researchers’ positionality dynamics in qualitative inquiry

Scholars have increasingly highlighted the usefulness of new materialist theories and methodologies in attempts to address the perceived shortcomings of conventional theories inspired by social constructionism and post-structuralism. Contributing to these discussions, we utilize a new materialist theory which rests on a monistic ontology drawn from Spinozian and Deleuzian assemblage theory to examine the constitutive role of material elements (e.g. audio recorders, video cameras, and dress/shirts worn during interviews), spatial, and discursive forces in co-creating fluid nonstatic researcher positionalities in qualitative research process. This article is part of a larger ethnographic study conducted by the first author among fisherfolk in Ghana's coastal fishing communities. Our results show that the researcher's fluid positionalities during interview encounters were brought to bear and sustained in space and time through the joint effort of material, discursive, and spatial forces. As qualitative researchers seek ways to ensure better understanding of their study communities through intimate interactions, an attention to the assemblage of material-discursive forces in interview encounters may highlight some of the opportunities and obstacles in qualitative inquiry beyond human agency and negotiations.

Defining Anger and Aggression: A Qualitative Comparison of Youth Experiences

ABSTRACT Anger and aggression are among the most clinically pressing symptoms of those with complex trauma histories. There has been minimal agreement within the literature about how anger and aggression are defined and differentiated, and limited research exists from the youths’ perspective. A sample of 27 youth was recruited with an average age of 14.1 years and average ACEs score of 2.1, with nearly equal males and females. Using social constructionism and developmental trauma frameworks, a phenomenological qualitative approach with semi-structured interviews was conducted to address experiences of anger and aggression with a comparative sample of youth at low risk and youth at risk. Themes that emerged included definition, innate vs learned, upbringing, and limitations. Results suggested there were some major differences in how youth at low risk and those at risk defined and experienced anger and aggression.

Public administration boundary crossing imperatives: A practitioner’s reflections on pathways toward improved relevance for public service contexts

As a practitioner with boundary spanning interests and roles, I take a reflexive posture to ponder the nature and significance of boundary crossing in public administration. Specifically, I consider how boundary crossing could provide pathways toward greater relevance for public service contexts in South Africa. By bricolage, I derive theoretical and methodological associations across social constructionist perspectives that include relational theory, critical theory and reflexivity. Building on how the boundary crossing imperative is expressed in programme purposes and on brief reviews of public administration interdisciplinarity, I reflect on my experiences in practitioner-academic interactions and inter-institutional projects. From this exploration, I draw provisional conclusions about constraints to and opportunities for beneficial boundary crossing. I incorporate examples of critical considerations to guide the furtherance of education outcomes through boundary interactions between academics and practitioners. The limitations of self-reflexivity in qualitative inquiry are mediated through different data sources and the transparency with which subjective experiences are interpreted. The paper’s contribution is in making explicit a critical inside-out perspective and placing this side by side other empirical endeavours. Amid calls for more relevant and reflexive practices in public administration, the paper provides an example of cross boundary reflections that are still underrepresented and are yet to gain sophistication in practitioner-academic engagement and scholarship.

Is “No News is Good News” Enough? A Thematic Analysis Exploring Clinical Reasoning Assessment in Pediatric Residency Programs

ObjectiveClinical reasoning (CR) includes numerous essential skills for clinicians, but how these skills are assessed in pediatric residency training is not well described. This study aimed to explore pediatric residency program leader perspectives on clinical reasoning assessment and identification of trainee deficiencies in this area. MethodsTaking a social constructionist worldview, we conducted a thematic analysis of 20 semi-structured interviews with pediatric residency program leaders. Interviews explored how pediatric residency programs assess CR and how deficiencies are identified. Recruitment and analysis continued iteratively until thematic sufficiency was reached. Member checking enhanced trustworthiness of the results. ResultsParticipants noted a perceived lack of a shared mental model for CR assessment between program leaders and clinical supervisors. Four themes were generated to highlight CR assessment in pediatric residency programs: 1) Clinical supervisors escalate concerns about behaviors representing symptoms of CR deficits rather than diagnosing CR competency deficiencies and that CR assessment requires: 2) an outward display of autonomous decision-making, 3) psychologically safe environments for inquiry, and 4) longitudinal, individualized observation. Elements of pediatric residency programs that impede CR assessment were identified, including family-centered rounds and team-based clinical care. ConclusionsThis study identified key components necessary for CR assessment and barriers that may lead to missed identification of deficiencies. While no single solution can create an ideal environment for CR assessment, this study identifies elements for enhancing assessment opportunities for early identification of deficiencies.

Designing values-based Learning Development spaces

Learning Development is emerging as a transformative force in the constantly evolving landscape of Higher Education (HE) requiring LD to adapt to the technological, cultural and pedagogical changes while embracing cultural diversity and weaving values into their pedagogical practices in the physical and virtual spaces that are available to them. Learning spaces play a crucial role in education, impacting student engagement, comfort and overall learning outcomes and therefore, it is crucial for LD to thoughtfully design diverse spaces for “Working in partnership with students and staff to make sense and get the most out of HE” one of ALDinHE’s (2024) Five Values of Learning Development and “promote engagement in learning and equity of opportunity for all to reach their potential” (PSF 2023). The poster illustrates how the campus-based LD office and ClassCollaborate for 1:1 and group tutorials in one UKHEI were intentionally designed to develop agentic, empowered learners who engage in meaningful conversations with the tutor and/or their peers, co-construct knowledge and navigate HE through respectful dialogue to make sense of their academic journey, thrive and achieve their goals. These dynamic, sustainable spaces are underpinned by Vygotsky's Social Constructivism (1978) and Laurillard's Conversational Framework (2002) demonstrating Teaching Presence (TP) and Social Presence (SP) fostering critical thinking essential for learning and Cognitive Presence (CP). LD spaces where TP, SP and CP, the interrelated elements of Garrison, Anderson, and Archer’s (2001) Community of Inquiry (CoI) theoretical framework interact, are inclusive places for creating deep and meaningful (collaborative-constructivist) learning experiences taking into account diverse learning needs including social justice issues. It is noteworthy that spaces influence how learning developers facilitate learning and how students learn on a case by case basis and the CoI can be a blueprint for designing future physical and virtual spaces for LD promotion.

Bringing embodied approaches to on-campus research methods teaching for large STEM cohorts: design, challenges, learning

In the post-pandemic world, Learning Development researchers have posited a ‘new hybrid era of teaching’, in which lessons from lockdown in best practice for online and remote teaching play a key role in increasing the inclusivity of higher education (Kantcheva and Bickle, 2023). At the same time, as many students have returned to campus, research has begun to interrogate the role that campus spaces and in-person interaction play in teaching and learning in this new era (Hrach, 2021; Cox et al., 2022). Whether through explicit pedagogical design or implicitly, courses with practical elements, particularly in many scientific disciplines, tend to favour principles of embodied learning through ‘learning-by-doing’. Courses incorporate hands-on interaction with laboratory equipment and social constructivist approaches through student co-creation (Deshmukh, 2021), the centrality of which to students’ professional training was made even more apparent during the move to remote learning. However, these same principles have not underscored the pedagogical approach to research methods education on the undergraduate Engineering degree programmes at the University of Manchester, which has typically been taught more didactically in recent years. This lecture-format approach has been used partially due to challenges of practicality, with the course unit being delivered to a large cohort that can reach 500 students in a typical year. With these principles in mind, this academic year, the Library Teaching, Learning and Students team has collaborated with academic leads across Engineering disciplines to deliver embedded research methods workshops that incorporate elements of an embodied, social constructivist approach, playing to the unique strengths of in-person group learning. This presentation charted the process of Learning Developers and academic staff co-designing these workshops, highlighting challenges encountered, and outlining learning from the process to take forward into future collaborations with disciplines with large cohorts.

The Politics of Memory: NLP Models as Liberating Artifacts

The main argument of this article is that natural language processing (NLP) projects of Indigenous African languages can be understood as an effort to restore and preserve Africa’s memory in the digital. Language has always occupied a particular place in the African decolonial imaginary. Several African states embarked on processes of Africanisation of postcolonial institutions in their respective national contexts. One of the main features of this project in many African countries was the restoration of African languages in education and public service. Taking a social constructivist approach rooted in science and technology studies and looking through the analytical lens of decoloniality in Africa, I conceptualise NLP models of Indigenous African languages as liberating artifacts. I mobilise decolonial theory to look at language as a technology that can be used to dis-member and re-member the African subjects of their memory of being as people. The coloniser erased the memory of the African subjugated by cutting off their linguistic connections and instead planted the European memory. From this perspective, decolonisation can be understood as a process of re-memberment that can be achieved through the return of the languages of those whose humanity has been denied or questioned. In this sense, NLP projects offer instances of the digital that represent spaces of restoration and negotiated digital futurities. I contend that these digital spaces in Africa are social spaces of contestation about what common investments should be made, what collective futures are desirable and what are the perceived material consequences of such shared imaginations.

Implementaton of Strength Reimagined

The Strong Black Woman (SBW) stereotype has been consistently linked to poor mental health for African American women and its endorsement leads to anxiety, depression, and stress. African American women unknowingly subscribe to this stereotype through the exertion of strength and independence found necessary to combat oppression and gendered racism. This article explores existing literature on the SBW stereotype and suggests strategies for leveraging this stereotype to enhance mental health interventions for African American women. Utilizing an integrated conceptual framework that draws from the lens of Black Feminist Thought, Intersectionality, and Social Constructivism Theory, Strength Reimagined: A Therapeutic Framework for African American Women is proposed. This treatment framework incorporates five key aspects: therapist awareness, psychoeducation, culturally responsive psychotherapy, trauma-informed complementary interventions, and mutual support to improve mental health outcomes among African American women.

Effect of Implementing a Competence-Based Curriculum on Students’ Academic Performance in Mathematics: A Case of Selected Lower Secondary Public Day Schools in Rwamagana District, Rwanda

This study is designed to determine the effect of implementing competence-based curriculum on students’ academic performance in mathematics in selected lower secondary public day schools in Rwamagana District, Rwanda. This study is beneficial to Rwandan secondary schools, to the researcher himself, teachers, and other researchers providing advice on how they can develop the students’ competences in mathematics subjects. Guided by constructivism and social constructivism learning theories, the study’s participants were 8 head teachers and Deans of studies (5 respondents), 7 teachers of mathematics (5 respondents) and 275 students (158 respondents). These made a sample size of 168 respondents from four secondary day schools in Rwamagana district were involved in this research. The target population of this study was 290 participants. Purposive sampling by choosing the Dean of studies and Head teachers and simple random sampling was used to choose teachers and students as well as stratified random sampling. Instruments used to collect data are questionnaires and interviews. The quantitative data was analyzed by using IBM SPSS 20 while analysis of qualitative data was done using inductive thematic analysis. Results on the implementation of competence-based curriculum structure indicated that 81.7% strongly agree that discussing math concepts with classmates helps them to learn better. 86.7% agree that the school leaders support the implementation of Competence-Based Curriculum (CBC) in mathematics. 89.9% of the asked students agree that their mathematics teachers seemed well prepared to teach the CBC. The study found that the CBC program is being implemented effectively in Rwamagana District. Students are more engaged, better at problem-solving, and have a better understanding of math. The study shows that the program should continue and be improved to help students succeed in school and their careers. It was proposed that Rwanda Education Board is advised to support and train schools in implementing the CBC in mathematics. It should regularly evaluate and adjust the curriculum to improve outcomes. Teachers should participate in professional development and adopt a student-centered approach. Schools should ensure adequate resources and foster a collaborative culture. Families should encourage active student participation, maintain open communication, and provide a supportive home environment.

Exploring ethical implications and ethical consideration of AI in eLearning in UAE higher education using UTAUT and social constructivism: An exploratory study of UAE postgraduates

Exploring ethical implications and ethical consideration of AI in eLearning in UAE higher education using UTAUT and social constructivism: An exploratory study of UAE postgraduates

Uncovering wellbeing: The complex realities of mompreneurs with additional needs children through Lego® Serious Play®

This paper explores the complexities of identifying the wellbeing of mompreneurs (mother-entrepreneurs) who are also caregivers to children with additional needs. A social constructionist perspective, Lego® Serious Play® was employed in individual interviews to uncover their complex wellbeing realities while pursuing entrepreneurship. A hermeneutic constructivist lens was applied to further conceptualize the language behind their experiences. The findings present three dimensions of wellbeing: 1) Internal conflict and self-neglect 2) Empowerment, Independence, Fulfilment 3) Resilient Control: Keeping the Balance. These dimensions provide an idiographic understanding, contributing to the broader knowledge of wellbeing as a component of entrepreneurship alongside caregiving responsibilities.

How do palliative care clinicians use their emotions during end-of-life encounters?

Abstract Background Palliative care clinicians are regularly exposed to emotionally laden end-of-life care situations. Until now, the use of their emotions during palliative care consultations has remained understudied. We aimed to develop a theory to understand how palliative care clinicians use their emotions. Methods Qualitative data were collected via individual interviews held with different types of palliative care clinicians across the world (countries were selected based on their Quality of Death Index ranking). We used a social constructivist grounded theory approach to analyze the data using a constant comparative method. Results We held interviews with 21 palliative care clinicians (5 nurses, 11 physicians, 2 psychologists, and 3 social workers) from 10 different countries. Fourteen were female. Participants’ average age was 46 and they had 14 or more years of palliative care experience. The mean length of the interviews was 52 minutes. The process of using emotions could be characterized as follows: first, a difficult end-of-life encounter (e.g. ethical dilemmas or conflicts) would trigger a strong emotion in clinicians. Second, clinicians become aware of the specific emotion via its physical or psychological cues. Third, an assessment of the appropriateness of the use of the emotion follows, in which facilitators and barriers (e.g. the level of emotion skills, the view on emotions, or the feeling of safety in the team) interplay, influencing the clinician to act upon a specific emotion or not. Finally, with a specific intent (e.g. to build connection, stimulate patients and relatives to express their feelings, or clarify a point of view) the clinician shares, shows, or expresses the emotion. Conclusions We found that the strong emotions clinicians experience can be used as a valuable resource to provide palliative care. We also identified key steps to aid clinicians reflect on the appropriateness of using certain emotions in patient care. Key messages • Palliative care clinicians’ emotions can be considered as tools to support palliative care provision. • The developed theory shows potential to explore its applicability in other professions that are also regularly confronted with emotionally charged situations.

The problem of student’s responsibility in the context of digitalization of education

Introduction. The article discusses some socio-psychological problems related to the change in the subjectivity of the student as the main actor of educational practices.Purpose setting. The purpose of this article is to discuss the acute problems of a student’s responsibility in the context of the emerging non-traditional nature of educational communications.Methodology and methods of the study. The discussion is conducted within the framework of the methodological principles of cognitivism and social constructionism, which today determine the vector of research related to the impact of digitalization on educational practices.Results. The thesis is updated that the change in the subjectivity of an individual (as a learning subject) in the context of convergence of AI applications in educational practices occurs in two main planes. The first of them is associated with the deformation (decrease) of student’s level of responsibility for performing educational practices «as specific learning actions». The second is that the determination of reducing responsibility is largely determined by the «moving»of the driver into the «comfort zone». In this zone, there is a «delegation»of choice and decision-making from the individual (subject, student) by AI application.Conclusion. Against the background of issues related to the «reliability of solutions»offered by AI and the lack of «digital literacy», the possibility of self-identification of the student and the level of his responsibility (as a real subject of educational practices) can be clearly questioned and requires methodological and methodical reflection.

A Study on the Development of a Specialized Curriculum for Inclusion Classes for Children with Autism in Elementary Schools

The educational challenges faced by children with autism in primary school have garnered increasing attention. With the implementation of inclusive education, integrating these children into regular classrooms has become a reality, albeit a profoundly challenging one. The focus of research lies in developing specialized curricula tailored to the unique characteristics of autistic children, aiming to optimize their adaptation and development within general educational settings. This paper examines the limitations of existing educational curricula, explores the foundational theories regarding the cognitive and behavioral traits of autistic children, and integrates various educational theories such as Multiple Intelligences Theory, Social Constructivism, and Applied Behavior Analysis (ABA), to propose effective strategies for curriculum design. Through the implementation of individualized education plans, multisensory teaching methods, social skills training, and the creation of structured environments, this approach seeks to enhance the learning outcomes and social participation of autistic children while maintaining overall educational quality. The research findings indicate that appropriate interventions and support can significantly improve the educational experience of autistic children, providing theoretical backing and practical examples for educational practice.

Internationalisation for higher education: International coordinators’ perspectives on challenges and virtual exchange

International outlook constitutes, together with teaching, research, and knowledge transfer, one of the university core missions. Spain remains as a preferred destination for outbound mobilities, which constitutes an opportunity in terms of international rankings. Vice-Rectorates are designing strategies to retain this flow of international students, as well as to promote outbound mobilities. The present piece of research is a qualitative study based on Deyo’s Qualitative Social Constructionist Inquiry (2018), a semi-structured interview. Such design was supervised by experts and approved by the Ethics Committee of Social Studies. Results address the viewpoints of 17 international coordinators of the Universidad de Castilla-La Mancha, based on four different campuses. The sample was made in terms of convenience, as it is the authors’ institution. Questions concentrate on coordinators’ understanding of the goals and needs of study abroad programmes, together with the needs of international students, their main challenges, and the role of the three communicative subcompetences of the Common European Framework of Reference for Languages on these programmes, and more specifically their connection with the Theory of Identity Development (Chickering and Reisser, 1993), to help determine the strengths and weaknesses of such mobilities. Results reveal important information in relation to both the role of international coordinator and the effects these exchanges have on the students. Considering the former aspect, the answers evinced that this job post requires more attention in terms of training, tasks specification, recognition, and assistance. Regarding the latter, the responses highlight multiple benefits derived from these exchanges; in particular, the development of personal and social abilities to be more independent to solve problems, to collaborate with other people from different backgrounds, to communicate in a foreign language, and to expand their worldview. Nonetheless, the answers also show that this experience could be further enriched by academic, social, and emotional support for the students. In this line, the study suggests a set of recommendations and seeks for alternative instances to reach the goals of international exchange, such as excellence, equity, or education innovation (European Commission, 2021) by means of virtual exchange in COIL programmes such as eTwinning.

Tapping into Gen Z Ways to Enhance E-learning and Meaningful Connections

Generation-Z born 2000-2009 (Australian Bureau of Statistics 2024) are comfortable with digital technology and connecting with one another using social media platforms. Regardless of this proficiency they may still experience challenges engaging with online learning especially around social cohesion, wellbeing and learning success. Other challenges they may encounter are communicating and interacting face-to-face in the workplace, which is a vital 21st Century graduate attribute. A growing societal concern is staff shortages and unfilled vacancies within the health sector. There are many factors influencing health care workforce shortages, but Generation-Z may be a good fit due to their growing awareness of societal concerns and willingness to upskill. This study seeks to investigate the enablers and barriers impacting Generation-Z nursing students’ ability to successfully engage with e-learning and to communicate effectively in face-to-face interactions within the workplace environment. Furthermore, this study seeks to explore the ways Generation- Z nursing students communicate and interact with each other on social media. The study will use a qualitative, social constructionism (making meaning in a social context) methodology. Methods include three focus group discussions with students aged 18-24 years, enrolled external/online in an undergraduate nursing program, with a minimum of one clinical placement completed or attempted. Data will be analysed using thematic analysis process proposed by Braun and Clarke (2022). Findings will inform e-learning design strategies that address the identified barriers and use the enablers to help Generation-Z successfully transfer their social media communication knowledge and skills to better engage with online learning, leading to higher satisfaction and completion rates. These strategies include supporting the transference of their fluent online social media communication skills to build and use meaningful connections relevant to the healthcare workplace that further supports the enablement of the graduate attribute, effective communicator.

Social forces shaping evidence production: A study of the swiss cannabis pilot trials

AimThe evidence-based policy paradigm has been criticized for poorly representing drug and other health policy processes, with evidence showing various social forces influencing knowledge translation. However, less research has examined the social forces influencing knowledge production. Applying a social constructivist lens, this study investigates how politics, power, economics, philosophy, and discourse influence the evidence generating processes related to drug policy. MethodsUsing Swiss cannabis pilot trials as a case study, thematic content analysis was conducted on qualitative interview data from 18 stakeholders, including scientists, policy makers, pharmacists, physicians, cannabis producers, and current and former employees of the Swiss Federal Office of Public Health. ResultsThe study reveals how social forces collectively shape scientific evidence generating processes, with political imperatives and stakeholder interests often taking precedence over purely scientific considerations. Contrary to the presumed opposition between positivist and interpretivist stances, informants demonstrated a commitment to both, dedicating themselves to positivist research agendas while highlighting the influence of harm reduction discourse on the pilot trials. ConclusionsThe Swiss cannabis pilot trials illustrate how social forces can shape the production of policy-relevant evidence, transforming evidence-based policy into policy-based evidence. Asymmetries in actor resources and power, along with the adjustment of evidence production to align with contextual realities, play significant roles in this process. Recognizing the complex social dimensions of evidence generating processes is crucial for a more reflexive and power-sensitive understanding of drug policymaking.

“The Only Self-Defense I Have is My Wedding Band”: Doing Heterosexuality, Evading Gender Harassment, and Becoming Respectable in the Street

The field of critical heterosexualities studies invites sociologists to untether heterosexuality from biology. In this article, I leverage the findings of 113 interviews with a racially diverse sample of cis and trans women to examine how women maintain everyday dignity in the street despite widespread gender harassment and systemic, racialized sexual inequalities. Drawing on social constructionist theory and applying an intersectional framework, I examine heterosexuality as a performance, uncovering how gender identity, race, and sexual orientation intersect to shape both the costs and benefits of “doing heterosexuality” in the street. Through practices such as wearing wedding rings, holding the hands of men friends, and displaying affection for men in public places, straight, queer, cis, and trans women creatively resist heteronormativity’s regulation of their social-sexual lives and strive to enunciate sexual unavailability; communicate the existence of a protector; and signal respectability by demonstrating conformity with racialized, cisnormative ideals of gender and sexual normativity. Findings demonstrate that racialized, queer, and trans participants tend to experience greater emotional costs and fewer symbolic rewards associated with “doing heterosexuality” than white, straight-identified, and cis participants. This intersectional analysis enriches extant research on gender and sexuality, illuminating the utility of the “doing heterosexuality” framework for uncovering intersections between heterosexual accountability and gender inequality across diverse organizational and interpersonal contexts.