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Women's bodies are abject and ‘out of place’ in organisations where (self and other) disciplining of women's bodies serve to regulate and silence women. Yet we know little about how expectations of body and appearance play out in the career decisions and everyday practices of women academic leaders. In this chapter reflexive accounts are used to explore if dress and appearance expectations have implications for women's career development and advancement, specifically in the context of business schools. The literature review and two reflexive autoethnographic accounts provided, illuminate how, through dress and appearance, the pervasiveness of hegemonic masculinity is both sustained and challenged and the potential impacts of this upon women's careers in academia.

The underdetermination argument establishes that scientists may use political values to guide inquiry, without providing criteria for distinguishing legitimate from illegitimate guidance. This chapter supplies such criteria. Analysis of the confused arguments against value-laden science reveals the fundamental criterion of illegitimate guidance: when value judgments operate to drive inquiry to a predetermined conclusion. A case study of feminist research on divorce reveals numerous legitimate ways that values can guide science without violating this standard.

Depressive symptoms are higher among racial and ethnic minorities in the United States. Many studies have evidenced associations between school disconnectedness and depressive symptoms by race and ethnicity in adolescence (Joyce & Early, 2014; Walsemann, Bell, & Maitra, 2011). Given that adolescents spend most of their time at home when they are not at school (Larson & Richards, 2001), it is important to understand how mother-child relationships may moderate school disconnectedness, and how mother–child relationships may serve as a protective buffer for depressive symptoms in the transition to adulthood. I use data from Waves II and III of the National Longitudinal Study of Adolescent to Adult Health (Add Health) from 1995 to 2002 (n = 9,766) and OLS regression analysis to examine how school disconnectedness in adolescence is associated with depressive symptoms in the transition to adulthood, and how mother–child relationships in adolescence moderate these associations in the United States. I examine differences in these relationships across racial and ethnic groups. I find that school disconnectedness in adolescence is associated with increased depressive symptoms in the transition to adulthood, and that maternal warmth and communication moderates the association between school disconnectedness and depressive symptoms. Maternal relationship quality in adolescence serves as an important protective factor for mental health in the transition to adulthood.

Early childhood education is a visual field. Much of our work begins with observing and documenting children's talk and actions. The knowledge gleaned from looking is then used to plan curriculum, much of which involves the creation of materials-rich environments to engage children's learning. Yet, quite often we do not question what we see. This chapter uses visual cultural theory to examine the multicultural props used in dramatic play with young children. By examining these images for what is both seen and not seen, I illustrate how these props create a specific discourse in early childhood education.

Proactivity is a type of goal-directed work behavior in which individuals actively take charge of situations to bring about future change in themselves or their organization. In this chapter, we draw on goal-regulation research to review conceptual and empirical evidence that elucidates some of the complex links of affective experience and employee proactivity. We identify the different ways in which affective experience influences different stages of proactivity, including employees’ efforts in setting a proactive goal (envisioning), preparing to implement their proactive goal (planning), implementing their proactive goal (enacting), and engaging in learning from their proactive goal process (reflecting). Overall, our review suggests an important, positive role of high-activated positive trait affectivity and moods in motivating proactivity across multiple goal stages, as compared to low-activated positive affectivity and moods. The role of negative affect is mixed, and likely depends on both its valence and the stage of proactivity that is being considered. We identify a lack of research on the role of discrete emotions for employee proactivity. We discuss future avenues for research, particularly the roles of intra- and inter-personal emotion regulation for proactivity and of affective embeddedness of proactive processes in the social environment of organizations.