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Latin America is a vast and diverse continent. Not only are there dozens of different nations, but each country is also marked by stark regional differences. Nevertheless, the academic profession in all countries shares some common features that are important for an emerging scholar to know. Here, maybe more than in other parts of the world, early career decisions have significant and long-lasting consequences. This chapter presents the Latin American academic context focusing on the academic career ladder, as it is organized both in the public and the private sectors, exploring the many sources of tension and challenges, as well as opportunities for early career scholars in the region.

How do institutional settings and their embedded policy principles affect gender-typed enrolment in educational programmes? Based on gender-sensitive theories on career choice, we hypothesised that gender segregation in education is higher with a wider range of offers of vocational programmes. By analysing youth survey and panel data, we tested this assumption for Germany, Norway and Canada, three countries whose educational systems represent a different mix of academic, vocational and universalistic education principles. We found that vocational programmes are considerably more gender-segregated than are academic (e.g. university) programmes. Men, more so than women, can avoid gender-typed programmes by passing on to a university education. This in turn means that as long as their secondary school achievement does not allow for a higher education career, they have a higher likelihood of being allocated to male-typed programmes in the vocational education and training (VET) system. In addition, social background and the age at which students have to choose educational offers impact on the transition to gendered educational programmes. Overall, gender segregation in education is highest in Germany and the lowest in Canada. We interpret the differences between these countries with respect to the constellations of educational principles and policies in the respective countries.

The purpose of this paper is to examine gender differences in promotion probabilities of the academic staff of a large university in The Netherlands, taking into account the sex segregated context of the faculty.

The study uses records of the university's personnel information system from 1990 to 2006, covering the data of 1,792 employees in the academic ranks who have entered since 1990. Cox regression models are used to test three hypotheses.

The findings show that women have lower promotion probabilities than men. The gender differences are primarily explained by differences in years of service and external mobility, and not by the sex segregated context of the faculty. A higher share of women decreases the odds of being promoted for both men and women. Gender differences in working hours do not explain the gender differences in promotion probabilities.

The paper adds to the existing literature because event history analyses have hardly been applied to personnel records for investigating the impact of the sex segregated context on promotion probabilities.

The purpose of this paper is to study examine the social identity of Ultra-Orthodox students enrolled in institutions of higher learning in Israel, and specifically the ways in which the identity of Ultra-Orthodox students who interact with other groups on campus compares to the identity of self-segregated Ultra-Orthodox students. Traditionally, Ultra-Orthodox students have preferred self-segregated educational institutions. Today, however increasing numbers of Ultra-Orthodox Jews are enrolling in regular academic institutions. Although they study in separate, homogeneous classrooms, they interact with secular students within the framework of the institution.

A four-part questionnaire dealing with attributions, feelings, personal identities, and social proximity was administered to the Ultra-Orthodox students.

As hypothesized, the students in self-segregated institutions exhibited a different identity than the students in secular institutions. Contrary to the hypotheses, the self-segregated students had positive feelings toward secular Israeli students and a greater desire for social proximity than the more integrated group. Explanations center on structural identity theory.

In this naturalistic study, the encounters between Ultra-Orthodox students and other students in their academic institution were random, unplanned, and unmonitored, unlike previous studies of intergroup relations in institutions of higher education. These students were not involved in cooperative tasks, which theoretically could help improve the relationships between Ultra-Orthodox and secular students.

The contribution of the built environment within communities plays a significant role in the higher rates of childhood obesity, particularly among black and Hispanic youth. The purpose of this paper is to investigate neighborhood assets and barriers to nutrition and physical activity in an underserved, majority-minority suburban community in New York State, USA using Photovoice, a community-based participatory research method.

Nine local youth took photographs to visually identify the community’s environmental assets and barriers. Through an extensive review and selection of photos and group discussion themes were identified. Final results of the Photovoice project were presented to local policy makers and community members for action.

Participants provided complex and insightful perspectives of health inequalities in the suburbs, including limited access to fresh, healthy food, and safe spaces for physical activity. They also understood that improving nutrition and physical activity practices required policy changes and civic engagement.

This study represented one suburban area of New York, and is not meant to be representative of all suburban areas. However, the findings of environmental barriers to childhood obesity are similar to those found in urban areas, suggesting similarities in low-income communities of color.

This study suggests that Photovoice is an effective way of collaborating between various community stakeholders (particularly youth) in an underserved suburb that can result in community changes.

Besides achieving all three Photovoice goals – recording and reflection, dialogue, and reaching policymakers – the Photovoice project identified a long-standing environmental hazard as a result of the partnerships established between the youth, academic institution, community-based organizations, and residents. This study also identified factors in the built environment that contribute to health disparities in a racially segregated suburban community.

Terminologies such as “integrated marketing” and “market segmentation” may be common parlance in contemporary marketing literature, but, in post-war America, they had distinct racial orientations mediated by a history of segregation. This paper aims to examine the resonant discourses in the construction of the Negro market in post-war America and observes that the field of marketing provides a historiography, where Negro marketing was constructed as dilemmatic and through a duality of the black market impacting the well-established white market. A survey of marketing literature from the 1950s to the 1970s reflects a discursive turn from scepticism and caution in approaching the Negro market to evoking the ethical discourse and advocating equal rights for the black consumer.

A review of articles on the topic reveals that research occurred in other academic fields beyond the remit of marketing, and these different disciplines approached the issue of the Negro market from different research orientations and fields of enquiry. This paper focuses on academic literature that was published in marketing and business journals which were concerned with marketing to the black community. The journals reviewed in this paper include Journal of Marketing Research, Marketing/Communications, The Journal of Business, The Journal of Marketing and Journal of Advertising Research published from the 1950s to the 1960s. In reviewing the marketing literature from these journals, it highlights the recurrent and resonant themes and shifts in discourse in the period mentioned.

Despite the scepticism, there was a recognition among market researchers that they were in a unique position to influence significantly the future relationships between blacks and whites in America (Gould et al., 1970, p. 26; Kassarjian, 1971; Hair et al., 1977; Solomon et al., 1976). The marketing discourses also showed reluctance in supporting black media, as advertising agencies did not have a preference for it. Black advertising organizations, while providing access to the Negro market, were seen as having high preparation costs and high costs per thousand in terms of reaching the population. There was also dissatisfaction expressed with the results of the copy (Alexis, 1959).

The moral turn in advertising is evident in the late 1960s and early 1970s, where marketers spoke of intervention beyond market strategies. Cohen (1970, p. 3) argued fervently that there exists an opportunity for advertising to improve its social image by giving more attention to the black community. The moral discourse of social responsibility as marketers and advertisers sought to go beyond advocating consumer rights to recognising that structural changes and attitudinal shifts was required to reform the industry through recruitment and training of black staff in creative and consultative roles. Wall (1970, p. 48), in commenting on integrated advertising, observed that beyond producing advertisements which create a sense of equality in life style and values, black employment is vitally important in creative levels in the advertising industry to improve credibility and acceptance.

Young men and women dominate different niches of science education in Australia, but how this divide varies between university and post-secondary vocational education and training (VET) is not well understood. Therefore, I compare courses in both sectors to assess if the male–female gap at later stages of education mirrors adolescent career plans and subject choices made in secondary school. Multinomial logistic regressions estimated on data from the Longitudinal Survey of Australian Youth (Y06) illustrate the extent to which the gender divides in secondary and post-secondary education correspond with one another. Y06 started with the 2006 Australian Programme for International Student Assessment (PISA). Each year until 2013, a nationally representative sample of youth, who were nearly 16 years old in 2006, reported their schooling and work experiences. I find that Australian women rarely specialise in physics, engineering and technology (PET); in contrast, they dominate the life sciences. While post-secondary science is segregated by gender everywhere, the disparity within VET is much deeper due to a large share of PET enrolments. VET students, who come from modest socio-economic backgrounds and have less academic success at school, learn in more segregated environments than their university peers. This analysis suggests that gender divides will be particularly hard to close within post-secondary VET, even if schools succeed in eradicating gender differentials in students’ career aspirations, science performance, self-concept and choices of science subjects.

This paper aims to review the literature on stakeholder identification and classification related to sustainability marketing from 1998 to 2012 and provides a generalized approach to stakeholder identification and classification in the field of sustainability marketing.

Beginning with brief introductions of the key concepts, the research discusses landmark studies on the subject in detail. The review process then begins by identifying and selecting relevant research papers from various online databases. Finally, 60 research papers are found suitable for the review and are examined to theoretically analyze the stakeholder identification and classification schemes used in sustainability marketing literature.

This study identifies trends of growth in stakeholder identification and classification literature. In addition, there are two major findings. First, stakeholder identification can be done with the help of previous studies, with support from managers or via a combination of both. Second, future research can adopt generic stakeholder classification schemes or relative classification schemes based on dimensions of sustainability to classify stakeholders in relation to sustainability marketing. In relative stakeholder classification, regulatory stakeholders may be considered separately.

While the literature review may be incomplete, as it uses only a title-based advanced search, researchers and practitioners can still benefit from this simplified approach to manage stakeholders.

The study introduces a generalized approach to stakeholder identification and classification related to sustainability marketing and provides a bibliography from 1998 to 2012 that can be used by academics and managers.

This introductory chapter develops the overall research focus and the aim of the present special issue ‘Gender segregation in vocational education’. Against the backdrop of strong horizontal gender segregation in vocational education and training (VET), we ask how institutional arrangements affect gendered (self-)selection into VET, and to what extent the patterns of the latter vary by context and over time. In order to expand our knowledge about the impact of educational offers and policies on gendered educational pathways and gender segregation in the labour market, we have gathered comparative quantitative studies that analyse the relationship between national variations in the organization of VET and cross-national differences in educational and occupational gender segregation from an institutional perspective. Following a review of the core literature within the field of gender segregation in VET, this introduction presents a discussion of education system classifications and institutional level mechanisms based on the contributions made in this volume. We then discuss gendered educational choices at the individual level, with particular emphasis on variation across the life course. Finally, we conclude our introductory chapter by commenting on the main contributions of the volume as a whole, as well as addressing suggestions for further research.

Roma, as a poor group of people differing from the majority, have been mostly at the edge of society, both in people’s minds and spatially excluded. The Roma community in Slovakia is often among those groups that are most at risk of poverty, discrimination and social exclusion. It is necessary for adults to have a job and their children of quality education. But significant part of the Roma suffers from marginalisation in the labour market and is sometimes even completely excluded from the formal labour market. Roma children are lost in the educational system. Level of academic achievement is highly dependent on a child’s socioeconomic background, suggesting that the educational system still fails to provide social equality in education or a fair distribution of educational resources for all according to their needs. Several strategies for various areas of enhancement of status of Roma have been developed. Some of them have remained strategies, and some of them have been implemented and have been included also in the Slovak legislation. The most significant in education are the year 0 in primary schools, the addition of pedagogical assistants, and some projects with a focus on inclusion in education and institutional assistance through community centres.