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This study explores how police culture is experienced by women officers serving in positions where they are significantly underrepresented (i.e. leadership and elite specialty units) and the environmental factors that shape these experiences.

A qualitative analysis of transcripts from interviews with 71 women serving in male-dominated roles was conducted (N = 39 ranking women; N = 32 women on elite units).

Participants described five occupational, organizational and assignment-level factors that shaped their workplace experiences. While some contextual forces at play are similar for women working patrol (e.g. traditional police culture, the underrepresentation of women in law enforcement) unique position-level factors were also identified (e.g. the high-risk and consequential nature of the work).

While the cultural environment for women patrol officers has improved in the past few decades, the same cannot be said for women working in positions that are still dominated by men. More attention to this area of policing is needed to ensure gender diversity is achieved throughout organizations and not only in positions deemed suitable for women.

The study extends research on women in policing beyond the focus on patrol. Further, it explores the assignment- and rank-based perspectives of police culture, which are largely absent from the literature.

In this chapter, we discuss masculinity in relation to Swedish sports for children with refugee backgrounds. Specifically, we explore how the structure of sports shapes the distinct conditions for their athletic endeavours, including the traits associated with masculinity, which are perceived favourably in sports because they align with the physical and mental norms of male athletes, thereby reinforcing hegemonic masculinity. Moreover, we aim to show that perspectives valorising masculinity can frame children with refugee backgrounds as passive athletes who lack agency. Thus, we discuss two refinements of inclusivity in sports for children with refugee backgrounds in terms of (a) stereotyped notions of gender and refugees and (b) substantial links between desired masculinity and expectations of a perfect match with the Swedish sports system.

Fairy tales and their movie counterparts have, for decades, been a means of socialising children and audiences regarding gender (e.g., Shewmaker, 2015; Whitley, 2013). Specifically, Disney movies that portray fairy tales have strongly influenced how young children learn gender roles and gendered behaviours, yet deeper examination is needed of how Disney portrayals of masculinities have evolved among these films and across character type to understand how Disney may be reflecting or impacting dominant representations of masculinity that privilege certain identities and characteristics over others (Brode, 2016). While previous work has examined Pixar films as socio-culturally meaningful for representations of boyhood that remain grounded in traditional, hegemonic notions of masculinity (Wooden & Gillam, 2014), this chapter adds to the body of work by employing a critical content analysis of Disney films from Snow White and the Seven Dwarfs to Disney's most recent addition of Strange World to answer the questions about how masculinities are portrayed. Through answering these questions of evolved representation throughout close to a century amount of work, we contribute to scholarship that attempts to understand media influences on boyhood culture, which is considered in crisis due to overemphasised representations of powerful, strong male characters that hide their emotions (Brode, 2016; Wooden & Gillam, 2014).

This study aims to examine the relationship between teacher ideals and attitudes toward peers with autism spectrum disorder (ASD) among teacher college students, and the effect of knowledge of ASD identification on this relationship.

This study used a quantitative approach and included 341 teacher college students. A vignette was used to assess social and professional attitudes toward peers with ASD. The participants were divided into identification and nonidentification groups based on how accurately they identified the peer depicted in the vignette as having ASD. A teacher ideals questionnaire consisting of two subscales indicating different ideal teachers − a dedicated/engaging teacher (e.g. a teacher who can work with enthusiasm) and a skillful teacher (e.g. a teacher who is knowledgeable) − was developed and administered to evaluate the participants’ teacher ideals and self-perceptions of a teacher.

In the nonidentification group, ideals of a skillful teacher were significantly correlated with social attitudes toward peers with ASD. The identification group exhibited no significant correlations between ideals and social attitudes. Furthermore, the self-perceptions of being a dedicated/engaging teacher was significantly correlated with professional attitudes toward peers with ASD in the identification group.

To the best of the authors’ knowledge, this study is the first to examine the relationship between teacher ideals and attitudes toward peers with ASD. Teacher ideals were related to negative social attitudes toward peers with ASD. While knowledge of ASD identification weakens this relationship, it may drive the relationship between self-perceptions of a teacher and professional attitudes toward peers with ASD. Therefore, ASD education is important for reducing the stigma toward ASD in teacher education.

In this chapter, practice-theoretical perspectives on the production of gender and childhood are extended by the theory of new materialism. A practice-theoretical view of masculinity(ies) radicalises the concept of doing gender and thereby makes it possible to show that gender is always co-produced as part of other complexes of praxes. Thus, the connection between masculinity(ies) and youth cultural praxes can be discussed. The chapter first elaborates theoretically the connections between masculinity and childhood research. We will explore how these theoretical and methodological thoughts might be used in empirical research on masculinity(ies) and boyhood by referring to our own study on children and young people riding stunt scooters in a medium-sized city in north-west Germany.

Leveraging Emerson’s theory of power and motivated reasoning, this study aims to explore how the net power of an individual and actual, instead of perceived, vulnerability results in asymmetric trust and distrust development in a dyadic relationship.

Based on extant literature and gaps in the literature, this conceptual paper hypothesises and proposes trust formation based on power dynamics and vulnerability.

This research extends the knowledge base by exploring the role of actual vulnerability over perceived vulnerability in trust formation and distrust formation.

The research propositions imply that the dyadic trust formation process is not rational, and trust itself is not symmetrical but asymmetrical. The net power possessed by one individual over the other drives trust. Net power balance determines the actual vulnerability of the focal individual, and then the individual, through motivated reasoning, trusts or distrusts another individual. Scholars, going forward, could explore how trust formation varies at group and firm levels.

Extant literature has not explored the role of power imbalance in determining actual (versus perceived) vulnerability that influences trust formation between parties. The conceptual paper fills this gap.