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The purpose of this study was to investigate the effect of a facial photo of female job applicants on employment decisions.

A laboratory or “controlled” experiment was conducted to examine the impacts of job applicants’ facial photos, job applicants' professional qualifications (education level and years of work experience), raters’ gender and college student raters’ academic year on employment-related decisions in a hypothetical situation in the Chinese context. A descriptive analysis and mixed-design factorial ANOVA were conducted.

Significant main effects were found for the applicant’s photo and professional qualifications in the analysis of employment decisions. Significant interaction effects were also found in the analysis.

Discrimination against applicants who attached unattractive photos was more pronounced for the interview decision when the applicants had low qualifications than when they had high qualifications. Although both male and female raters’ ratings of the interview, hiring and salary decisions decreased as attractiveness decreased, it was more pronounced for male raters than female raters.

When the emergency transition started in the spring of 2020 in the USA, teachers had to quickly switch from traditional in-person teaching to distance and remote teaching, regardless of their level of preparation. The distance and remote learning environments and contexts were different from traditional classrooms, which significantly changed the way teachers communicated and engaged with students in learning. The purpose of this study was to explore the workplace learning experience of K-12 educators during their work transition due to the COVID-19 pandemic in the USA.

In total, 30 qualitative, in-depth, semi-structured, one-on-one interviews were conducted with K-12 educators in Arkansas in the USA and synthesized their experiences.

This study identified four major themes in the workplace learning experiences of K-12 teachers during the COVID-19 pandemic: major challenges in workplace learning, including limited time, information overload, lack of relevance and customization and balancing priorities; challenges specific to different subgroups, such as age differences, prior experience and access to technology; strategies of workplace learning, notably collaborative learning, on-the-job training and professional development; and support for workplace learning, encompassing both formal support from schools and districts and informal support from family, friends and peers.

The paper provides original insights into K-12 teachers’ workplace learning during the COVID-19 pandemic by understanding their adaptation strategies. It fills a research gap by highlighting both the challenges and support mechanisms in educational transitions during a crisis.

The purpose of this study is to explore Chinese women’s pursuit of entrepreneurship as a career choice through the intersectional lens of gender and culture. The study aims to identify factors that influenced Chinese women’s decisions to pursue entrepreneurship.

In this exploratory qualitative study, we conducted qualitative, in-depth, semi-structured and one-on-one interviews with 16 Chinese women entrepreneurs.

We identified various factors that influenced Chinese women’s career choice of entrepreneurship. The factors include entrepreneurial attributes, rapid economic growth, societal and cultural influences, the dual role of family influences and strategic entrepreneurship.

Our study provides a contextualized understanding of the experience of Chinese women’s entrepreneurship career choices. It enriches the existing literature on career choices within the career development for Chinese women entrepreneurs. By applying social cognitive career theory (SCCT) to a specific cultural and gendered setting, we proposed the social cognitive women’s entrepreneurial career theory, which offers fresh insights into the interplay of personal, contextual and behavioral dimensions in shaping Chinese women’s entrepreneurial career choices.