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This article aims to help educators provide a holistic view of the LGBTQ community by highlighting children’s books that include non-parental LGBTQ characters.

The author selected over 80 children’s books honored by the American Library Association’s Rainbow Book List. Twenty-two books were analyzed that contain examples of LGBTQ adults existing beyond the homonormative nuclear family, e.g. two same-sex parents raising children.

The author discusses various ways of living represented in these books, such as chosen families, extended families, romantic partnerships and singlehood.

With the increased number of high-quality LGBTQ-inclusive children’s books published in the past decade, this study provides the foundation for educators to select various texts that reveal diverse representations of LGBTQ individuals.

Despite some recent progress, gender inequality remains a persistent problem in science, technology, engineering, mathematics and medicine (STEMM) organisations. This article seeks to better understand resistance to gender equality (GE) in this context with the aim of shedding light on the workplace-based impediments to equality and unlocking remediation opportunities.

The article draws on in-depth interviews with 20 STEMM leaders to examine how they talk about the problem of gender inequality in the organisations they lead. Because resistance is rarely expressed directly, we adopt an in-depth, granular approach to examining what we call STEMM leaders’ “resistance talk” by decoding expressions of GE resistance that may appear, ostensibly, as something else.

We found various ideas, arguments and other discursive practices which function to legitimate or justify the status quo. These are both described by leaders in relation to what they are dealing with in their own organisations and expressed themselves. While similar “legitimating discourses” operate in other gender-segregated workplaces, our findings show how they manifest specifically in STEMM contexts.

Our results provide much-needed granular level evidence of the discursive tactics deployed to legitimate the status quo and obstruct progress toward GE in STEMM. This extends understanding of barriers to GE in STEMM and, importantly, highlights where attention might be directed to both counter resistance and harness potentially changing attitudes to expedite the necessary change required for GE in STEMM.

This study aims to uncover the ongoing discourse on generative artificial intelligence (AI), literacy and governance while providing nuanced perspectives on stakeholder involvement and recommendations for the effective regulation and utilization of generative AI technologies.

This study chooses generative AI-related online news coverage on BBC News as the case study. Oriented by a case study methodology, this study conducts a qualitative content analysis on 78 news articles related to generative AI.

By analyzing 78 news articles, generative AI is found to be portrayed in the news in the following ways: Generative AI is primarily used in generating texts, images, audio and videos. Generative AI can have both positive and negative impacts on people’s everyday lives. People’s generative AI literacy includes understanding, using and evaluating generative AI and combating generative AI harms. Various stakeholders, encompassing government authorities, industry, organizations/institutions, academia and affected individuals/users, engage in the practice of AI governance concerning generative AI.

Based on the findings, this study constructs a framework of competencies and considerations constituting generative AI literacy. Furthermore, this study underscores the role played by government authorities as coordinators who conduct co-governance with other stakeholders regarding generative AI literacy and who possess the legislative authority to offer robust legal safeguards to protect against harm.