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Only 5 per cent of commercial airline pilots worldwide are women and women who enter the profession may experience negative attitudes and differential treatment on account of their gender. Although a growing body of research has focussed on the experiences of women pilots once they are hired, there is a need to examine women’s experiences during their initial (ab initio) training when their personal and professional identities are being developed and contested. Drawing on empirical fieldwork of the experiences of both women and men ab initio pilots undergoing training at two UK-based Flight Schools, this chapter reveals that women cadets not only perceive elements of their professional identities differently from men but that they actively adopt a range of strategies to negotiate potential conflicts between their developing personal and professional identities. The chapter makes a theoretical and empirical contribution to existing studies of gender-dominated professions and offers recommendations to Flight Training Schools and airlines who are seeking to encourage more women to enter the airline pilot profession.

The United States military, like most militaries, has traditionally been a male-dominated organisation. Contemporary military historians argue that wars and the militaries that fight them are “an entirely masculine activity” (Keegan, 1993, p. 76) and “[b]efore it was anything else, war was an assertion of masculinity. When everything else is said and done, an assertion of masculinity is what it remains” (Van Creveld, 2001, p. 161). Because the military's “core activity” is combat (…), a task viewed primarily in masculine terms because it has generally been defined as “men's work”, a “deeply entrenched cult of masculinity pervades US military culture” (Dunivin, 1997, p. 2). Language has codified the long history of the masculine warrior paradigm. Van Creveld notes that the Old Testament utilises the same term for “adult man” and “warrior” while medieval Germans used “becoming a man” and “carrying a sword” interchangeably (Van Creveld, 2001, p. 164). James Webb, former Secretary of the Navy in the late 1980s, called combat the “quintessentially male obligation in any society” (Webb, 1997, p. 4). If societies have obligated men to combat, they have rewarded them by connecting combat to the achievement of manhood. Men bestow manhood on one another: men are made, not born (Goldstein, 2001). According to Kimmel (2000a, p. 214), “What men need is men's approval (…) we test ourselves, perform heroic feats, take enormous risks, all because we want other men to grant us our manhood.”

Purpose – This chapter aims to describe and analyze practices and activities linked with the traditions – and their transmission between the cadets – in Saint-Cyr, the French military academy.

Methodology/approach – The methodological approach was anthropological, consisting of immersion, observation, and interviews during the first three years of training of the future French army officers.

Findings – Traditions in Saint-Cyr are an opportunity for cadets to be elected by their comrades in order to lead the class. This contribution focuses on these elected cadets’ characteristics and shows that having such a responsibility comes along with advantages and privileges, and, at the end, with a better grading.

Originality/value of the paper – It is the first time that a researcher was allowed to follow all activities and study a class in Saint-Cyr during the three-year training period. This study provides a look inside the daily cadets’ life and shows that the traditions are not just an anecdotal aspect of cadets’ life, but perfectly witnesses all challenges, power positions, and stakes associated with them.

Since women were first admitted to the United States Air Force Academy (USAFA) in 1976, gender integration has been an important issue. This chapter reviews the works of two social scientists that researched and documented the gender integration efforts of that time. It then summarizes more recent gender climate data, presents data from our study of correlates of cadet perceptions of females at USAFA, and discusses implications of these findings for gender climate and leadership development programs. In the early years of gender integration, male cadets had more traditional attitudes toward women in society than civilian males or female cadets; views that changed little by the time of graduation. Also, they often were vocally opposed to the integration of women at the Academy and in the military and viewed female cadets and officers as less capable leaders. In contrast, the females in the first cohort were less traditional in their attitudes and backgrounds and were very positively supportive of women in nontraditional roles. Nevertheless, they were “feminine” in their gender identities and, unexpectedly, became “more feminine” over the course of their Academy experience.

Despite vast improvements in the past 30 years or so, some gender integration issues remain; there continue to be gender-related jokes and comments, and a small but substantial portion of men do not believe that women belong at the Academy.

In the present study, we looked at what variables predicted men's and women's agreement with the statements: “female cadets can hack it (succeed) here” and “I have no trouble taking orders from a female officer.” We also looked at how cadets rated leadership scenarios featuring either male or female officers.

The findings revealed that different variables predict men's and women's attitudes toward females at USAFA.

Results are discussed in terms of continuing efforts to improve the gender climate at USAFA as well as to enhance leadership development programs.

The purpose of this study is to explore factors correlated with police cadets' perceived commitment to the police profession – whether or not personal attitudes and demographic characteristics can make a difference.

The study used two-year longitudinal data collected from a population of 207 Chinese police cadets. Survey research based on pre-designed instruments was employed to collect the data.

The results from panel data analysis found that personal interest in adolescence and attitudes toward styles of policing were significant predictors. Specifically, attitudes toward community policing were positively related to the cadets' commitment to the police profession.

Police occupational commitment is essential since the commitment is closely linked to voluntary retention and organizational effectiveness. However, limited empirical research has been available regarding the factors associated with officers' identification and commitment to the occupation. This study provides insight into police officer training and recruitment and offers suggestions for future research.

The purpose of this study is to ascertain law enforcement cadet general knowledge of autism spectrum disorder (ASD) and practical knowledge in how to apply various aspects of their profession to persons with ASD.

In total, 341 law enforcement cadet surveys administered across ten individual law enforcement cadet classes were analyzed via two individual ordinary least squares (OLS) regression models. These regression models were designed to predict changes in cadet scores on their (1) general knowledge of autism scale (i.e., general knowledge regarding autism spectrum disorder itself) and (2) interactional law enforcement knowledge of autism scale (i.e., how to apply various aspects of their job to persons with ASD).

Findings show that cadets who had a stronger confidence in their ability to interact with persons who have ASD actually knew less than their counterparts with lower reported overall confidence. However, one's confidence in their ability to identify persons with ASD was associated with having better overall general knowledge of ASD itself. Similarly, the greater one's overall confidence in interacting with persons with ASD was associated with lower interactional knowledge. In each model, general autism knowledge and interactional knowledge were positively associated.

The results of this study have implications for cadet and officer training on ASD as each need to be trained in both general knowledge of autism and interactional autism knowledge skills related to the job functions of being a LEO. Policy implications and directions for future research are discussed.

The literature is sparse on law enforcement knowledge of and interaction with persons who have ASD. As such, this study has the potential to make a strong impact on the literature regarding law enforcement and their knowledge and/or interactions with persons who have ASD.

The purpose of this paper is to examine the relationship between Chinese police cadets’ background, motivations and educational perceptions and their attitudes toward common police roles.

Self-administered questionnaires were collected from 382 Chinese police cadets. Based upon predisposition and socialization theories, personal background, career motivation and attitudes toward education were examined as statistical explanations of cadets’ attitudes toward order maintenance, preventative patrol, law enforcement, and community building as elements of the police role.

Cadets who recognized more value in their practical and academic education also significantly favored the transitional and contemporary police roles (preventative patrol, law enforcement, and community building), which are taught as part of their college curriculum. But educational perceptions had no effect on order maintenance, which is a more historical role, and not emphasized by the police college. Cadets from lower SES backgrounds and those receiving outside influence to select a policing career tended to support traditional police roles whereas cadets with a relative in policing tended to show greater support for contemporary policing roles.

This study is limited by being a cross-sectional study of a single police college. Future studies should incorporate a longitudinal element to follow the perceptions of cadets from their school experience into the policing profession and should be conducted in other settings to assess generalizability.

The impact of higher education on police cadets appears to be better measured as a function of their perceived importance of education (engagement) rather than measuring their exposure to it. The effectiveness of police training and education may be enhanced by adopting teaching methods that better engage learners.

Better alignment between police officers’ attitudes toward their roles and duties and contemporary police standards and practices will assure more effective and responsible police action and delivery of police services to the community.

This study is among the first to demonstrate that Cadets who hold higher regard for practical and academic education are significantly better aligned to the policing roles emphasized by their educational program.

The purpose of this paper is to examine an initial set of characteristics and traits that may reduce officer recruitment turnover by increasing a cadet’s decision to contract vs those that do not contract (contracting represents a written commitment to commission into an US Armed Services Organization after graduation). This paper is the first of a larger, long-term project. The factors of particular interest in this initial study are generalized self-efficacy, grit, and perceived organizational support (POS).

Computer-based surveys containing variables of interest were administered to a random sample of freshmen, sophomore, junior, and senior cadets over a period of three years. Data for 517 cadets responding to the survey were analyzed using logistical regression to test hypotheses examining whether or not self-efficacy, grit, and POS were positively related to cadets’ decisions to contract.

Logistical regression results indicated that self-efficacy and grit were not significantly related to contracting decisions. However, cadets’ decisions to contract were significantly related to POS.

A significant limitation of this study is the fact that data were collected using a self-report, single survey methodology. However, there were no patterns of significant correlations between self-report variables that seemed to indicate that this was a major issue in the current study. The primary implication of this study is that cadets’ perceptions of support (i.e. POS) provided by the organization do seem to influence their decisions to contract, with this influence being particularly notable in their freshmen year.

The current study represents a unique context where individuals are making decisions to commit to an organization for a minimum of four years after graduation. Further, the commitment is being made to a military organization. The initial findings of this analysis provided the organization in this study with keen insight regarding possible factors to address or be aware of in relation to cadets’ decisions to contract. This approach and these findings can be extended to other organizations in understanding factors impacting decisions related to long-term commitments of individuals.

Students enrolled in a Corps of Cadets program at Texas A&M University [N = 336] were surveyed to examine their leadership mindsets and whether their participation in a formal academic leadership program simultaneously influenced their hierarchical and systemic-thinking preferences. No significant differences were found between students involved in the Corpsof Cadets program only and those enrolled in a formal academic leadership program. Significant differences did exist for gender and classification of students; women scored higher in systemic- thinking and juniors and seniors not enrolled in a formal academic leadership program scored lower in hierarchical-thinking than freshman and sophomore not enrolled in a formal academic leadership program. Students within the formal academic leadership programs have lower hierarchical scores and higher systemic scores than those who are not in a formal academic leadership program.

The purpose of this study is to examine the effect and duration of supervised field training on police cadets' worldview of police work in China.

The four-wave longitudinal data were collected from graduate students who were pursuing their master's degree in a national Chinese police university from 2016 to 2018. Independent variables including demographic characteristics and knowledge along with experience gained from the internship were used to explain police cadets' attitudes toward police work. Ordinary least square (OLS) regression models were used in the current study.

Findings derived from multiple regression analyses suggest that police cadets' attitudes toward police work are conducive to the “shock” of the real-world experience after three-month field training. However, the effect of the field training on police cadets' attitudes toward police work is temporary, not enduring.

The data for this study were collected from one national police university, and the findings reported here may not be generalized.

Police field training is important for cadets to develop positive view of police work. It provides practical knowledge for police training and socializes cadets before entering into the law enforcement filed, avoiding the financial cost of resignation. However, the influence of field training is temporal. Hence, it is more appropriate for police administrators to arrange police cadets' field training close to their graduation date, the third year of their college education.

This study can be considered as an extension of relevant research on law-enforcement-related field training reported in the United States. However, it goes beyond the existing literature by using longitudinal data to answer a long-overdue question: Does supervised field training change the worldview of cadets concerning police work?