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Role-taking is a basic social process underpinning much of the structural social psychology paradigm – a paradigm built on empirical studies of human interaction. Yet today, our social worlds are occupied by bots, voice assistants, decision aids, and other machinic entities collectively referred to as artificial intelligence (AI). The integration of AI into daily life presents both challenges and opportunities for social psychologists. Through a vignette study, the authors investigate role-taking and gender in human-AI relations.

Participants read a first-person narrative attributed to either a human or AI, with varied gender presentation based on a feminine or masculine first name. Participants then infer the narrator's thoughts and feelings and report on their own emotions, producing indicators of cognitive and affective role-taking. The authors supplement results with qualitative analysis from two open-ended survey questions.

Participants score higher on role-taking measures when the narrator is human versus AI. However, gender dynamics differ between human and AI conditions. When the text is attributed to a human, masculinized narrators elicit stronger role-taking responses than their feminized counterparts, and women participants score higher on role-taking measures than men. This aligns with prior research on gender, status, and role-taking variation. When the text is attributed to an AI, results deviate from established findings and in some cases, reverse.

This first study of human-AI role-taking tests the scope of key theoretical tenets and sets a foundation for addressing group processes in a newly emergent form.

The purpose of this paper is to explore whether a gender perspective contributes to or functions as a driving force for innovations in organizations. The following questions are addressed: how can a gender perspective generate innovations and what are the conditions that favour innovations driven by a gender perspective?

This study builds on a qualitative case study of an upper secondary school in Sweden, which has been showcased as a good example of gender awareness and gender mainstreaming in schools. Semi-structured interviews with representatives of the school were conducted and documents were analysed.

The gender perspective contributed to innovations by triggering them and supporting the innovative processes, ensuring that the innovations did not stop at essentialist solutions. New ways of performing core processes were developed with the innovative leverage of the gender perspective. The perspective must be actively used and integrated into the core processes if it is to work properly, which was the case in this school.

This study indicates the importance of conducting further studies on innovations in the public sector as well as acknowledging gender in innovation studies, not least because this study focuses on a local case in a specific national context.

This school exemplifies the use of a gender perspective as a driving force for innovations in organizations. The case points to important organizational conditions for innovation and actual gender-aware innovations.

The study expands the understanding of innovation(s) in organizations and elaborates on the gendered dimensions of innovation as both process and product.

The purpose of this paper is to explore the possibility of whether more representation of gendered scholarship could enrich the traditional framework of consumer behaviour – a discipline that lacks consensus on epistemology and is also starved of theory building – by means of critical introspection leading to new managerial solutions, new methods and theory building.

The quantitative approach involved a content analysis of three leading journals in the consumer behaviour discipline from 2006 to 2010: the Journal of Consumer Research, the Journal of Consumer Psychology and the Journal of Consumer Affairs, in order to ascertain how much research represents a gendered perspective. The qualitative approach involved analyzing the papers from a gendered perspective, to see if the papers were more conceptual or based on applied research, and to gauge the type of methodologies used.

From 2006 to 2010 it was found that only an average of 2.4 per cent of 369 abstracts in JCR, 4 per cent of 224 abstracts in JCP and 5.8 per cent of 138 abstracts in JCA are from a gendered perspective. Approximately 25 per cent of the papers are steeped in applied research, while 75 per cent verify existing theories or expand to them.

The authors’ qualitative analysis brings forward new results, namely that the very feministic perspective that has the potential to bring forth greater introspection in the consumer behavior research, namely feminist postmodernism, is in fact the least represented, with only one such paper out of 731, which is a possible wake‐up call for feminist scholars. The authors conclude that the scope of the traditional paradigm can be enlarged by gendered scholarship.

The paper represents a major effort to present the importance of including gendered perspective articles in marketing journals, to provide an analysis of the lack of a gendered perspective in papers published by three leading consumer‐based journals, and to determine whether a gendered perspective can enrich the traditional framework.

Departing from an online interactive Gender Café on the topic of Knowledge Management (KM), jointly hosted by a UN agency and the Society of Gender Professionals, this chapter seeks to provide gender practitioners and others with practical examples of how to “gender” KM in international development. Through analyzing the travel of feminist ideas into the field of KM with inspiration from Barbara Czarniawska’s and Bernard Joerge’s (1996) theory of the travel of ideas, the chapter explores the spaces, limits, and future possibilities for the inclusion of feminist perspectives. The ideas and practical examples of how to do so provided in this chapter originated during the café, by the participants and panellists. The online Gender Café temporarily created a space for feminist perspectives. The data demonstrate how feminist perspectives were translated into issues of inclusion, the body, listening methodologies, practicing reflection, and the importance to one’s work of scrutinizing underlying values. However, for the feminist perspective to be given continuous space and material sustainability developing into an acknowledged part of KM, further actions are needed. The chapter also reflects on future assemblies of gender practitioners, gender scholars and activists, recognizing the struggles often faced by them. The chapter discusses strategies of how a collective organizing of “outside–inside” gender practitioners might push the internal work of implementing feminist perspectives forward.

This study examines the role of universities in the social entrepreneurship ecosystems (SEEs) in Latin America from the perspective of female academic staff, administrators and outreach workers of universities in the region.

Using a qualitative approach, the study scrutinises in-depth interviews conducted with 24 women from eight Latin American universities.

The findings underscore the pivotal role of universities in promoting social entrepreneurship through knowledge generation, entrepreneur training, network enhancement and the promotion of equity. They also highlight the importance of incorporating a gender perspective into university programmes and practices.

The qualitative nature and small, diverse sample of this research inherently limit its scope. However, these limitations arise from the exploratory approach adopted, which was confined to eight Latin American countries. Further comparative studies in different contexts are needed to deepen the understanding of the dynamics involved.

Universities should offer more tangible support and training in social entrepreneurship with a gender focus. Governments can create incentives for universities to prioritise their contribution in this area.

The study emphasises the potential of women-led social entrepreneurship initiatives to generate positive impact, underscoring the need for inclusive supportive environments.

By providing insights on the role of Latin American universities in SEEs from a gender perspective, this study contributes to limited literature on the intersection of social entrepreneurship, gender, higher education and geographic context in the region. The research underscores the need to further explore how gender and regional dynamics influence social entrepreneurial ecosystems.

As women increasingly enter leadership roles that traditionally have been occupied by men, and with the increasing diffusion of transformational leadership theory, there is growing interest in the relationship between gender and transformational leadership. A wide array of feminist theories that have emerged in the last decades offer conceptual lenses, which can enrich an understanding of the role of gender in the organizational context and the study of leadership. This paper explores how various approaches in feminist thought intersect with the study of gender and transformational/charismatic leadership. I reviewed earlier studies with reference to the different feminist approaches, demonstrating how each reveals a different facet in the understanding of gender and transformational leadership. Finally, I point to the perspectives that have been neglected in this stream of research and offer directions for future research.

Within the past twenty years, the transition to adulthood has become a burgeoning area of research. The status attainment process, an early model for transition to adulthood research, has given way to research focusing on singular outcomes such as completing formal education, leaving home, obtaining employment, forming a union through marriage or cohabitation, and becoming a parent. As young adults continue to delay family formation, some argue that one’s first experience of heterosexual intercourse is also a symbol of adult status (Meier, 2001). Although most scholars agree that these outcomes along with chronological age symbolize being an adult, relatively few empirical studies examine them as inter-dependent transitions. A recent comparison of these indicators by gender, race, and social class is also needed.

The purpose of this paper is to look at how results from a large-scale study can be understood in the context of contemporary gender and entrepreneurship research.

This study is inspired by a mixed methods methodology. To gain a qualitative understanding of the general patterns in a large-scale study, research results in articles from the International Journal of Gender and Entrepreneurship (IJGE) were used. To make such a heterogeneous research field as appears in IJGE comparable, a model was created that helped us to focus our attention when reading the articles. The core of each article was identified.

The categorisation of the articles in IJGE resulted in three perspectives: liberal, functional and structural. The liberal and functional perspectives improved our understanding only partially because these perspectives usually focused on a certain aspect in the society. The structural perspective more readily lent itself for interpretation of our large-scale results.

The dissonance between our perspective and the perspective of others has been a challenge; it has been a delicate task.

This could be a way to improve communication of research not only within a perspective, but also between perspectives. It is important that scholarly journals provide the possibility to express different perspectives on, as in this example, gender and entrepreneurship.

Issues of women’s education and empowerment of women have been incorporated in the framing of the role of women in international development from the 1970s, primarily as a response to the liberal feminist movement agenda of the time. This analysis examines the degree to which liberal feminism and liberal feminist theory is reflected in comparative education scholarship in the lead up to and beyond the 2015 Sustainable Development Goals (SDGs). The analysis first explores the underpinnings of liberal feminism, which constitutes the ideal embedded in development education for girls and women. It follows up with a reflection on the literature in the field of comparative education that reference liberal feminism framework and feminist theory in exploring educational issues and ways in which the theory is located in the research. Illustration of examples that demonstrate the limits of liberal feminism as a theoretical framework and barriers to the use of liberal feminist theory as an ideological guide are captured in the findings. The search is limited to the six dominant scholarly outlets in the field of comparative education; namely Comparative Education Review (CER), Comparative Education (CE), Compare: A Journal of Comparative and International Education (Compare), Prospects: Quarterly Review of Comparative Education (Prospects), International Review of Education (IRE), and the International Journal of Educational Development (IJED). Only works that explicitly mention liberal feminism/liberal feminist perspectives are included in the analysis. This research contributes to the acknowledgement of the liberal feminist theory in development education and for the field of comparative education. It will also help with understanding the politics of ideology and representation in scholarship and development interventions.

The purpose of this paper is to review research on gender and disasters in Japan, from the Kobe Earthquake to the Great East Japan Earthquake (GEJE). Gender perspectives were not adequately considered immediately after these disasters. Rather, disasters reinforced the gender roles prevalent in Japanese society. The paper seeks ways to position gender perspectives into mainstream thought on disaster management in Japan.

A literature review was conducted of secondary Japanese sources including peer-reviewed and non-academic journals published by governmental and non-governmental organisations after the Kobe, Niigata Chuetsu, and GEJEs. Popularly searched keywords were the Japanese for “gender” or “women”, and “disasters”.

A review of the published literature indicated that gender-related issues experienced during the Kobe Earthquake in 1995 and the Niigata Chuetsu Earthquake in 2004 were repeated following the GEJE in 2011. Japan has experienced numerous disasters; thus, the importance of gender perspectives has been gradually recognised and has received increased attention after the GEJE. This paper emphasises that these should be embedded at policy level and within disaster management structures to create disaster resilient communities.

To date, not much research in Japan, and none published in English, has reviewed gender- and disaster-related issues.