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Even though trans and nonbinary athletes regularly experience oppression and exclusion in sport, many encounter sport as a site of gendered liberation. Most literature on trans and nonbinary athletes focuses on experiences of oppression; much less examines trans and nonbinary athlete resistance. Centring the voices of trans and nonbinary athletes in sport is essential for attending to the complexity of their experiences in sport. I draw on my own experiences as a nonbinary elite boxer to explore what is at stake in sport and demonstrate how sport can function as a site of joy and resistance for trans and nonbinary athletes. Amid ongoing debates about whether or not it is fair for trans women athletes to compete in sport, Gleaves and Lehrbach (2016) argued that sport does not solely concern who wins but also encompasses the ‘the stories we tell ourselves about ourselves’ in competitive sport. I argue that the stories we tell ourselves about ourselves in competitive sport stay with us for a lifetime. These stories shape how we make sense of ourselves and others. I explore how women, trans, and nonbinary boxers issue a threat to patriarchal cisheteronormative customs in boxing, precisely because we disrupt the assumption that aggression is the male domain and that masculinity equals cisgender maleness. I contribute to the growing body of literature centring trans and nonbinary voices by drawing attention to how trans and nonbinary athletes' experiences of sport are characterized not only by exclusion and oppression but also by joy and resistance.

This study identifies gendered disparities among women students participating in work-integrated learning and explores the effects of the disparities on their perceptions on perceived opportunities, competencies, sense of belonging, and professional identity.

A series of semi-structured focus groups were run with 59 participants at six higher education institutions in four countries (Australia, Canada, Sweden, United Kingdom). All focus groups were designed with the same questions and formatting.

Thematic analysis of the transcripts revealed two overarching themes, namely perceptions of self and interactions with others in work placements. Theme categories included awareness of self-presentation, sense of autonomy, perceived Allies, emotional labour, barriers to opportunity, sense of belonging, intersections of identity, and validation value.

This study fills an important gap in the international literature about gendered experiences in WIL and highlights inequalities that women experience while on work placements.

All gender identity is socialized, but anything gendered feminine is marginalized. In the United States, we live in a patriarchal culture that is bounded by binary gender identity. Up to this point, work on gender and education leadership has remained within the bounds of patriarchy, and thus been confined to binary, hierarchical gender definitions. This study pushes past prior work to advance a more complex and messy understanding of how identity impacts aspiring leaders in their careers. Using Carol Gilligan and Snider (2018) Listening Guide Method, this study of 18 aspiring school leaders of different gender identities, sexual identities, and races focuses on how gender identity and gender performance impact school leaders' career trajectories. A key finding of this study is that women, regardless of race or sexual identity, have difficulty finding mentors while men, regardless of race or sexual identity, are tapped by schools leaders and offered mentoring opportunities. This chapter posits a new framework for mentoring that will lead to more liberatory pipeline structures.

The purpose of the paper is to investigate how judges and the general population formulate judgments on legal cases, considering both legal and extralegal factors, with a focus on the significance of the defendant’s sex.

The first experiment aimed to determine if non-lawyers’ judgments are affected by the defendant’s sex, using brief excerpts from indictments with the defendant’s sex interchanged. Study 2 aimed to verify if this effect applies to future lawyers, suggesting a peculiar approval granted by men to women displaying illegal sexual behaviour towards young men.

The findings showed that the sex of the offender only influenced judgments in sexual offences, with male participants being more lenient towards female offenders.

The originality/value of the paper lies in its examination of the influence of the defendant’s sex on judgments made by both judges and the general population, specifically focussing on non-lawyers’ judgments. While previous studies have shown that judges tend to be more lenient towards women in certain cases, this paper adds novelty by investigating whether a similar effect is observed among non-lawyers. Moreover, the research sheds light on the relevance of the defendant's sex in cases of sexual offences and identifies a gender-specific leniency towards female offenders, particularly among male participants. The study also explores how this effect might extend to future lawyers, providing insights into societal attitudes regarding illegal sexual behaviour involving women and young men. Overall, the paper contributes valuable information to the understanding of how sex-based biases can influence legal judgments and decision-making processes.

This study aims to acknowledge the social capital challenges faced by female entrepreneurs in Small Island Developing States (SIDS), specifically the Maldives. As budding female entrepreneurs in a predominantly traditional culture are somewhat limited in their quest for economic empowerment, this study aims to clarify the role of social capital dimensions – structural, relational and cognitive – in shaping entrepreneurial intentions among women in the Maldives.

Data were gathered from 325 female business students from ten tertiary educational institutions in the Maldives. After establishing its validity and reliability, the data were analysed using partial least squares structural equation modelling, including hypothesis testing.

Structural social capital (SSC) has a significant positive influence on attitude (ATE), subjective norms (SNs), perceived behavioural control (PBC) and entrepreneurial intention (EI). Relational social capital (RSC) has a significant positive influence on ATE and SNs and a significant negative influence on PBC and EI; cognitive social capital (CSC) has a significant positive influence on ATE, SNs and PBC, but does not significantly influence EI. Additionally, ATE, SNs and PBC are significantly associated with EI. The results also show that the indirect and direct effects through the mediation of ATE, SNs and PBC are significant in the relationship between SSC, RSC and EI. Furthermore, this study reveals an indirect effect on the relationship between CSC and EI.

The findings outline the intricate mechanism by which social capital influences EI. These findings provide useful insights for establishing policies and organising relevant programmes to promote female entrepreneurship in SIDS.

To the best of the authors’ knowledge, this study is one of the first to examine the role of social capital in a unique setting, such as SIDS. Moreover, this study integrates the heterogeneous role of social capital into the female EI model. This highlights the urgency of developing relevant social capital among women to promote EI.

We show political divisions in perceptions of police officers even before the divisive political and social events of 2016. We do so using respondents' interpretations of surprising and ambiguous headlines involving police officers (e.g., assumptions about what happened or who was involved).

We use affect control theory's ABO event structure and derivations of this structure to construct a set of headlines that describe ostensibly good people (A) doing bad things (B) to other good people (O) or are ambiguous on one or more of these components. We present 517 MTurk respondents with a set of seven headlines and collect quantitative and qualitative data on their reactions to, and interpretations of, these headline events.

Police headlines generate interest among readers. When interpreting events, respondents are less likely to modify or redefine police officers compared to other actors. However, assumptions related to ambiguous events involving police differ by political orientation. Liberals view police more negatively than conservatives, in part because they imagine them doing worse things to slightly better people. Qualitative analyses support and shed light on the mechanisms underlying this and other partisan effects.

The research was designed to examine interest in headline structure, not specific actors. Thus, the patterns unique to police and political differences were not an original focus. We believe these inductive results are informative, but a study expressly designed to test hypotheses regarding perceptions of events with police officers is recommended for future work.

Understanding the political divide in perceptions of police and the potential of media coverage for exacerbating these effects is essential and related to ACTs growing interest in meaning divergence.

The purpose of this paper is to explore teacher candidates’ response to young adult literature (prose and comics) featuring fat identified protagonists. The paper considers the textual and embodied resources readers use and reject when imagining and interpreting a character’s body. This paper explores how readers’ meaning making was influenced when reading prose versus comics. This paper adds to a corpus of scholarship about the relationships between young adult literature, comics, bodies and reader response theory.

At the time of the study, participants were enrolled in a teacher education program at a Midwestern University, meeting monthly for a voluntary book club dedicated to reading and discussing young adult literature. To examine readers’ responses to comics and prose featuring fat-identified protagonists, the author used descriptive qualitative methodologies to conduct a thematic analysis of meeting transcripts, written participant reflections and researcher memos. Analysis was grounded in theories of reader response, critical fat studies and multimodality.

Analyses indicated many readers reject textual clues indicating a character’s body size and weight were different from their own. Readers read their bodies into the stories, regarding them as self-help narratives instead of radical counternarratives. Some readers were not able to read against their assumptions of thinness (and whiteness) until prompted by the researcher and other participants.

Although many reader response scholars have demonstrated readers’ tendencies toward personal identification in the face of racial and class differences, there is less research regarding classroom practices around the entanglement of physical bodies, body image and texts. Analyzing reader’s responses to the constructions of fat bodies in prose versus comics may help English Language Arts (ELA) educators and students identify and deconstruct ideologies of thin-thinking and fatphobia. This study, which demonstrates thin readers’ tendencies to overidentify with protagonists, suggests ELA classrooms might encourage readers to engage in critical literacies that support them in reading both with and against their identities.