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The purpose of the current innovative practice paper is to introduce a technique to explore leader identity development and meaning-making that builds on the narrative pedagogical tradition. In this paper, we recommend a process for combining turning-point graphing and responsive (semi-structured) interviews to co-explore leadership identity development and meaning-making with college students.

The paper provides student feedback data on the effectiveness of the technique in improving understanding of leader identity and transforming meaning-making.

We hope practitioners can utilize this approach to build leadership identity development and meaning-making capacity in college students.

This paper aims to investigate cross-gender effects of gender stereotypes in advertising. More specifically, it proposes that the negative effects found in studies of women’s reactions to stereotyped female portrayals should hold across gender portrayal and target audience gender.

In two experimental studies, the effects of stereotyped portrayals (vs non-stereotyped portrayals) across gender are compared.

The results show that advertising portrayals of women and men have a presumed negative influence on others, leading to higher levels of ad reactance, which has a negative impact on brand-related effects across model and participant gender, and for gender stereotypes in terms of physical characteristics and roles.

Whereas previous studies have focused on reactions of women to female stereotypes, the current paper suggests that women and men alike react negatively to stereotyped portrayals of other genders.

The results indicate that marketers can benefit from adapting a more mindful approach to the portrayals of gender used in advertising.

The addition of a cross-gender perspective to the literature on gender stereotypes in advertising is a key contribution to this literature.