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Purpose – This chapter highlights two studies, one in Canada and one in the United Kingdom. The Canadian study focused on the examination of student experiences with respect to specific ‘difficult’ content in the classroom. The purpose of the study was to identify ways that were effective and engaging for students to learn. The UK study examined issues of access, retention and drop-out of non-traditional students in higher education. The study examined the learning experiences of women who returned to learning after being out of the education system for some time.

Methodology – The Canadian study used surveys and interviews. Participants were recruited on the basis of their enrolment in specific classes. The UK study used interview samples drawn from student data in three universities. In each university, a cohort was followed and interviewed three times while in another cohort students were interviewed in their first year of study and different cohort in their final year of study.

Approach – Both studies use a feminist, narrative approach that relies on reflexive engagement in the research process.

Findings and implications – The studies highlight that the classroom is a place where dialogue and engagement occur; where the identities of the participants and their learning are in a dynamic process; and where the learners challenge attitudes and ideologies such as capitalism and forms of marginalisation. The studies revealed that learning has a social value and entreats women to reconsider their lives, work and citizenship.

Age and gender intersect, often lowering quality of life for older women. Microlevel patterns include ignoring older women in one’s presence, flattening their identities to only their status as older women. Macrolevel patterns include the erasure of older women, with cultural (media) representations, organizational practices and policies and social policies that ignore the existence of older women or distort their characteristics in ways that diminish the likelihood of equitable treatment. Using autoethnography, conversations with a small group of older women, and scholarly and popular literature, we describe varieties of microlevel experiences and responses to them. Focusing on macrolevel erasure, we describe some of the effects of combined ageism and sexism, and we look at activists’ and organizational responses aimed at changing public awareness and attitudes toward age and gendering. Policy changes are suggested to make the social treatment of older women more equitable, including attention to housing, health care, and public education. We note specific past achievements that demonstrate policy change is possible.

Equestrian sports offer a rare opportunity to bring male and female athletes together as competitors and team members, and women's historic participation in this field has been on the rise worldwide. Nonetheless, as our own previous research on the elite world of show jumping has shown, there are a series of cultural and institutional factors that have operated – within the Brazilian context – to restrict horsewomen's access to the highest international levels and thereby acquire the visibility, success and celebrity status that have been awarded to its most prominent male equestrians. Women's entrance into the still very masculine world of horse racing has proven even more difficult. The work presented here, part of a broader ethnographic study of gender, space and sport at the racetrack, looks at the paths taken by young Brazilian women jockeys – in this case, of predominantly poor and working class origin – in their pioneering incursion into the male preserve of the turf. We focus on questions of subjectivity, construction of identities and negotiation of space, insofar as these processes both reflect and contribute to changing gender relations in contemporary Brazilian society.

We evaluate the use of metaphors in academic literature on women in academia. Utilizing the work of Husu (2001) and the concept of intersectionality, we explore the ways in which notions of structure and/or agency are reflected in metaphors and the consequences of this.

The research comprised an analysis of 113 articles on women in academia and a subanalysis of 17 articles on women in Political Science published in academic journals between 2004 and 2013.

In the case of metaphors about academic institutions, the most popular metaphors are the glass ceiling, the leaky pipeline, and the old boys’ network, and, in the case of metaphors about women academics, strangers/outsiders and mothers/housekeepers.

Usage of metaphors in the literature analyzed suggests that the literature often now works with a more nuanced conception of the structure/agency problematic than at the time Husu was writing: instead of focusing on either structures or agents in isolation, the literature has begun to look more critically at the interplay between them, although this may not be replicated at a disciplinary level.

We highlight the potential benefits of interdependent metaphors which are able to reflect more fully the structurally situated nature of (female) agency. These metaphors, while recognizing the (multiple and intersecting) structural constraints that women may face both within and outwith the academy, are able to capture more fully the different forms female power and agency can take. Consequently, they contribute both to the politicization of problems that female academics may face and to the stimulation of collective responses for a fairer and better academy.