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This research examines Indian women entrepreneurs’ endeavours to keep their undertakings above water amid the COVID-19 emergency in 2021–2022. This study centers around female-possessed endeavours in Rajasthan, with a particular spotlight on how artificial intelligence (AI) assists them in getting by. It examines how Indian women entrepreneurs used social media to stay in business during the pandemic and adds to information collection by inspecting women-claimed micro and small enterprises (MSEs) and their use of AI through social media during COVID-19. We administered a questionnaire to a sample of 100 female entrepreneurs who use social media platforms to manage their businesses. The researchers found that the pandemic fundamentally affects women entrepreneurs, especially those who run MSEs, using an anti-tactical approach to deal with survey information from 100 respondents. Women have seen a drop in pay because of lower deals, hindered supply chains, and the inconvenience of paying credit portions. Regardless of how women entrepreneurs are especially delicate to monetary shocks, most need to approach government or private-area help. The significance of virtual entertainment through AI in saving women’s ventures is featured in this review. Web-based entertainment has become famous for helping women sell their businesses, contact new clients, and keep current clients. Women entrepreneurs have reduced their losses as a result of forceful advancements supplemented by appealing offers like limits, various administrations, and advertising. We infer that during an emergency, women entrepreneurs embraced innovative methods to keep their businesses reasonable.

Over 30 years have passed since the enactment of Title IX, the legislation that required all schools receiving federal aid to provide “equal opportunity for both sexes to participate in interscholastic, intercollegiate, intramural, and club athletic programs” (East, 1978, p. 213). Since 1972, girls’ and women's sport participation has increased in high schools, colleges and universities, the Olympics, and professional sports. Researchers interested in the study of gender and sport have raised critical questions and conducted empirical research concerning the meanings of masculinity and femininity, the implications of sport participation, the meanings of heterosexuality and homosexuality, gender equity, and media coverage of sports (Dworkin & Messner, 2002). One persistent theme in the literature on girls’ and women's sport participation is the connection between athleticism and femininity. Historically, researchers have used the role conflict perspective or the apologetic defense strategy to examine girls’ sport participation. In this chapter, I analyze athleticism and femininity on a high school basketball team using a third framework.

Over the past several decades, there has been a growth in nonstandard professional work. One area where this can be seen is the academy, where tenure-track positions are being replaced by non-tenure-track (NTT) positions such as adjuncts and lecturers. Studies of nonstandard professional workers have found significant variation in job satisfaction, and this is also true for NTT faculty. Why is job satisfaction among NTT faculty so variable, and how can we understand it? Drawing on in-depth interviews with one hundred NTT faculty at two large public research universities, the author argues that NTT faculty vary in two important ways: the role of the income from their NTT job in their family and their pathway to the NTT position. The author develops a typology of NTT faculty based on these two dimensions and argues that these two dimensions intersect in important ways that affect the job satisfaction and job experiences of NTT faculty. The only group of NTT faculty that experiences high job satisfaction are those who prefer a NTT position over a tenure-track one, and who do not rely on the income from this job as the primary source of income for their family. This research has implications for understanding the job satisfaction of other nonstandard professional workers, who may vary in similar ways.

Emotions are complex concepts involving multiple systems within the body and mind. How, when and for what purpose emotions are expressed is based on context and relationships. In this chapter I take a relational view of emotion and emotion regulation as applied in classroom settings. I first discuss the concepts of emotion and emotion regulation before exploring the physical, social and psychological processes involved in both producing and regulating emotions. Although teachers use, respond to and regulate emotions as part of their everyday work, I suggest that teachers are underprepared for the extent of the emotion work they encounter, or the cost it may have on their emotional reserves. The requirements to successfully navigate emotions in today's educational environment are underappreciated. Only when we acknowledge the relational and cognitive tasks required of teachers under the demand of multiple relationships and the constraints of the responsibilities placed upon them can we fully appreciate the magnitude of the endeavour.

This study is a comparison of male and female delinquent behaviors utilizing a large sample in a test of social control theory.

A sample of 8,363 adolescent 10th graders was drawn from the U.S. National Educational Longitudinal Study (NELS). The sample consisted of 3,774 males and 4,589 females. This work utilized logistic regression and ordinary least squares to determine whether adolescent behaviors such as smoking cigarettes, drinking alcohol, using marijuana, and other delinquent behaviors are linked to weak social bonds.

The findings of this study provide limited substantiation of social control theory for both sexes. Females who were found to have strong social bonds were less likely to engage in delinquent behaviors than males. For both sexes, the strongest element of the social bond was the element of belief.

These results may be specific to the United States.

Understanding contributing factors to adolescent substance use and delinquency will assist in developing social policy that will support families.

This study provides insight into the differentiated nature of the social bond for males and females. Knowing that belief is an integral component in determining the strength of the social bond will aid in the development of social policies.

Purpose – This research presents results concerning the impact of family financial stress on adolescent substance use.

Design/methodology/approach – Drawing a sample of 18,614 adolescent males (9,459) and females (9,155) ages 12–17 years from the 2010 National Survey on Drug Use and Health, this work utilizes stepwise logistic regression and ordinary least squares to determine whether family poverty measures are associated with adolescent high-risk behaviors of smoking cigarettes, drinking alcohol, and using marijuana.

Findings – This study found limited support for adolescent substance use within families who are experiencing economic distress. Adolescents from families who had moved at least once in the prior year were more likely to have used cigarettes, alcohol, and marijuana. Furthermore, males and females who disapprove of peers’ substance using behaviors are less likely to use those substances.

Research limitations/implications – This study may not explain adolescent substance using behavior outside of the United States. Further research into socioeconomic factors should be addressed in subsequent work as should the intermediary variables pertaining to the parent–child relationship.

Practical implications – Understanding contributing factors to adolescent substance use will assist in developing social policy that will support families.

Originality/value – This study provides insight into the consequences of family characteristics both socioeconomic and psychosocial which influence adolescent substance using behaviors.

Interest in employee mindfulness has increased dramatically in recent years, fueled by several important conceptual articles, numerous studies documenting the benefits of mindfulness for employee outcomes, and the adoption of mindfulness-based practices in many Fortune 500 organizations. Despite this growing interest, the vast majority of research on employee mindfulness has taken an intrapersonal focus, failing to appreciate the ways in which mindfulness may enhance work-related relational processes and outcomes. The authors explore possible associations between mindfulness and relationally oriented workplace phenomena, drawing from interdisciplinary scholarship examining mindfulness in romantic relationships, child–parent relationships, patient–healthcare provider relationships, and student–teacher relationships. A framework is proposed that links mindfulness to three distinct relationally oriented processes, which are expected to have downstream effects on work-related relational outcomes. The authors then take the proposed framework and discuss possible extensions to a variety of unique workplace relationships and discuss critical next steps in advancing the relational science of mindfulness.

Respect is an important indicator of intragroup status, and it can influence within-group behavior. Being respected by other group members indicates a positive standing within the group that is relevant to two important identity concerns: belongingness and social reputation. Belongingness refers to the extent to which a person feels included in the group, and social reputation refers to how other in-group members evaluate a person. We review a series of studies that show that respect indeed communicates information relevant to these identity concerns, and as such influences a person's sense of affiliation, self-esteem, and cooperation (all variables considered to be important for the viability of groups). In addition, we also discuss whether the source of respect (i.e., peers vs. authority), culture, and group size matter in influencing these group-related variables. Finally, some implications for research on groups are discussed.

Soung Bae is a doctoral candidate in the Human Development and Education program at the University of California, Berkeley. Her work examines how teacher learning and development is best cultivated and the relation between beliefs and practice.