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Beginning in 1982, the majority of college students have been women and that majority has increased since. Explanations for the predominance of women in college enrollments and completion include a variety of labor-market factors that might now advantage men less than in the past. Avariety of labor-market analyses show that, while some recent developments may have reduced incentives for men to enroll in college, labor-market explanations alone cannot account for the predominance of women in college. Some of the reduced incentives for male college enrollment point to gender identities typical of young men and women as an important explanation for the predominance of women in college. Preliminary evidence for the gender identity explanation is offered. More controlled studies capable of testing and exploring the implications of the gender identity explanation are proposed.

In interviews, Jamie Lee Curtis positions Halloween (2018) as a #MeToo film. As merely self-serving publicity, this reading is far too simplistic. In Halloween (1978) Laurie Strode is victimised; she then assumes the role of quintessential Final Girl as described by Carol J. Clover, providing the template for the entire sub-genre of horror slasher films birthed in its wake. However, in the similarly titled 2018 film, Laurie is no longer a victim. Instead of following the role of the stereotypical Final Girl of slasher films, she falls more in line with one of Yvonne Tasker's Warrior Women.

This chapter investigates Laurie Strode's transformation throughout the Halloween franchise. Once passive and victimised, Laurie has evolved: No longer the Final Girl – or victim – her position and behaviour in this film is much more in line with the neoliberal Warrior Woman of action films. Thus, the film assigns her the role of action heroine as a vehicle for responding to the concerns of the #MeToo era – and in this era, women are no longer victims. Women can and will fight back.

A growing number of human rights NGOs have placed international volunteers in conflict zones from Guatemala and Colombia to Palestine and Iraq. This study samples from contemporary high-risk transnational activists and highlights the variation in biographical steps taken toward the shared outcome of participation in human rights work (HRW). Data was collected through 6 weeks of participant observation in Israel-Palestine, 21 in-depth interviews, and 28 shorter focused interviews with human rights workers (N=49). Oversampling from the International Solidarity Movement reveals how the unique constraints and opportunities presented by a particular conflict zone and NGO culture impacts self-selection into HRW. Grounded theory and Boolean methodology aided in identifying four main pathways (the nonviolent activist, peace church, anarchist, and solidarity pathways) to HRW as well as biographical patterns and complexities that have been underemphasized in the existing literature. These include the salience of transformative events and attitude changes in the process of constructing a cosmopolitan identity and committing to high-risk transnational activism.

Coaches have long been recognized as key contributors to youth sport (DCMS, 2000; Smoll & Smith, 1980). Coaches are singled out in ‘A Sporting Future for All’ (DCMS, 2000) as playing a central role in the development of sport at every level and improving the accessibility of coach education and the quality and quantity of coaches in all sports is deemed important. In the last decade in Britain, the demand for coaches has increased because organized sport experiences have become commonplace for children as young as six years of age (English Sports Council, 1997).

Social media such as Facebook thrive with the arrival of Web 2.0. This chapter merges traditional social network analysis (SNA) with symbolic interactionism (SI) to create a hybrid method of SNA to allow researchers to study the sociability found in Facebook. The discussion begins with identifying a common ground of SNA and SI, found in Georg Simmel’s work, and then develops methodological procedures to locate cliques in Facebook networks. A visualization technique is also suggested to further single out the social forms found in Facebook.

Despite the breadth of knowledge on self and identity formation across the study of organizations, the field of organizational development and change has limited research on the construction of professional identity. Much has been written to describe the “self-concepts” of those practicing and researching in the field, but there have been no investigations that have explored how these “self-concepts” form. In addition, although women have contributed to defining the “self” in the field, men have held the dominant perspective on the subject. Thus, in this chapter, we address a disparity in the research by exploring the construction of professional identity in the field of organizational development and change, and we give voice to the renowned women who helped to build the field. Using the profiles of 17 American women included in The Palgrave Handbook of Organizational Change Thinkers, we perform a narrative analysis based upon the concepts and models prevalent in the literature on identity formation. By disentangling professional identity formation of the notable women in the field, we can begin to see the nuance and particularities involved in its construction and gain deeper understandings about effective ways to prepare individuals to work in and advance the field.

In this chapter, we contribute to the conceptualization of self by engaging in a self-study of teacher education practices in which we distilled our perspectives on incorporating mindfulness in teacher education. Mindfulness is currently incorporated in teacher learning and education mostly toward stress-reduction and well-being, yet its ancestries stress its role as a path toward self-knowledge. Working in teacher education departments set in Israel, on the one hand, and Canada, on the other, we describe the place of the practice in our personal lives and articulate how we view its contribution to teacher education. Specifically, we focus on how “self” features in our endeavors, by examining “who it is” in the teacher that we seek to evoke/invoke by the application of mindfulness? We engaged in dialogue and reflective writing, in which each of us served as the other's critical friend in an attempt to clarify our different views. Oren emerges with a view of mindfulness as invoking “self as moment-to-moment experience” and the “teleological self,” both crucial for teachers. These senses of self mobilize us away from sociopolitical identities toward human-to-human relationships and reground teachers in the values they view as core to their call to teach. Conversely, Karen stresses the practice as a primer for situating the self in the sociopolitical. It enables deeper engagement in critical pedagogy, invoking teachers' “fluid self” situated in open-mindedness. Here mindfulness becomes a practice of social justice that allows us to acknowledge marginalized voices. Highlighting these different approaches, we contribute to the understanding of the role of mindfulness in teacher education. In particular, we extend the practice's main positioning within teacher well-being to its role within the discourse of teacher identity.

This chapter explores the ethical challenges related to the study of children in highly complex and sensitive family circumstances where intimate partner violence has taken place. Drawing on eight months of ethnographic fieldwork at a women’s refuge in Denmark, the author unpacks and discusses three key ethical aspects of conducting research with children: gatekeepers and consent, researcher positionality, and participant confidentiality. These aspects highlight the centrality of trust when undertaking sensitive research with children. In qualitative research, trust is often described as an important aspect of the research process, but research rarely takes into account that trust can vary according to the relationship or research context. What spurred these reflections was questions asked by some of the mothers about what their child had told the author. Examples of this kind illustrate the complex role and positionality of the researcher when seeking to enter and explore the everyday lives of children living in complex family circumstances. Furthermore, the notion of trust brings attention to how different relationships of power – in this case between children and mothers – can influence the research encounter. The chapter concludes with a discussion of children’s own positionality in research about their experiences and life worlds, and calls for researchers to be ethically mindful about how powerful dynamics that emerge during research can support (or hinder) children’s rights as research participants.

To outline the kinds of problems and dilemmas which researchers might experience in professional sports settings and to highlight the way in which gender might shape those experiences.

An ethnography of professional football.

Few social researchers have managed to breach the institutional bounds of professional sport and fewer still have carried out ethnographic work within this context. Gender inevitably impacts the complexion of sporting domains and this manifests itself in everyday behaviours and sub-cultural practices. Qualitative research has the potential to uncover the nuances of individual and collective behaviours within such settings and to shed light upon the ways in which gender relations shape the contours of institutional life.

To situate current debate around methods within wider discussions of gender and social research and against the backdrop of theoretical shifts in the conceptualisation of masculinities.