<p> This study uses life-history interviews with militarized men to describe a version of masculinity constructed in the local context of a non-profit motorcycle club. The study describes the details of one group&rsquo;s specific gender nature, the result of which expands and challenges our understanding of the masculinity master narrative. The findings establish that both hegemonic and nonhegemonic attitudes, beliefs, and behaviors co-exist in the local dominant masculine norm, thereby disrupting traditional distinctions of masculinity as being either hegemonic or nonhegemonic. Key future research implications support the study of context as essential to the study of gender construction, challenge descriptions of masculinity as being either hegemonic or nonhegemonic, and posit the relevance of veteran peer groups in supporting post-military resocialization.</p><p>

Drawing on two and a half years of participant observation (n=280 hours) and extended life history interviews with incarcerated fathers (n=49), this dissertation examines the relationship between masculinity, fatherhood, and the organization of the prison system. This dissertation examines the ways assumptions and practices centered in the dangerous masculinity of prisoners draw on larger historical and cultural patterns to reinforce the ways that the prison system contributes to the social control project of the criminal justice system as a whole. In particular, I focus on the raced and classed underpinnings of dangerous masculinity of the prisoner. This dissertation also considers the ways incarcerated men struggle to balance their understandings of masculinity and fatherhood within the confines of the prison. Focusing on incarcerated men’s understanding of the ways manhood and fatherhood support and undermine one another as a set of practices within prison contributes both to research in prisons and also to the larger conversation about masculinity and fatherhood.

<p>The purpose of the present study is investigating whether gender identity (masculinity and femininity) has an effect on women?s career choices (STEM or non-STEM), and their person-environment fit, job satisfaction, and turnover intentions with their choices. One-hundred eight-two female employees recruited via Amazon?s Mechanical Turk and a snowball/network sampling strategy completed an online survey. The results supported that masculine females were more represented in STEM jobs. However, feminine females were not more represented in non-STEM jobs. Furthermore, results revealed that higher person environment fit resulted with higher job satisfaction and lower turnover intentions for female employees. However, there were no significant relationship between gender identity, and person-environment fit, job satisfaction, and turnover intentions. These results suggest that gender identity may affect female employees? career decisions, and their person-environment fit is important for their job satisfaction and turnover intentions.

<p> Due to deeply held gender roles and cultural norms in organizations, women leaders struggle in their ability to lead authentically (Cook, 2012). Leading with authenticity encourages women to bring their whole self to work, providing them with the flexibility and freedom to exhibit their best qualities in the workplace. Authentic leadership serves to inspire women to believe in themselves and their abilities, enabling women to foster relationships and transparency that can transform work environments and corporate cultures to become more accepting of individual differences.</p><p> This study investigated the leadership experiences of professional women across multiple generations. Data collection consisted of semi-structured interviews with 15 women leaders. Leaders were asked 12 interview questions aligned to five research questions. The questions focused on the past and current leadership experiences. Key findings of the study revealed 64 themes. As a result of the study, authenticity was identified as a significant contributor toward the success of women in leadership roles. Being true to self and being genuine was the most important factor of authenticity in both a women&rsquo;s professional and personal life. The barriers and challenges that women face include bridging the gap between the male stereotype of leadership and the socially accepted female gender role. These challenges present obstacles for women leaders who attempt to embrace and emulate their true selves at work. Sometimes at the risk of losing their job. Women depend upon their faith, prayer, and practice of reflection and meditation to help them lead with authenticity. These strategies along with self-awareness help women to develop the courage needed to continue moving forward in their leadership practice.</p><p> Success for authentic women leaders is defined by their career and the ability to perform personally fulfilling work. Success is also defined by the leader&rsquo;s ability to develop and maintain strong relationships with family and friends while also helping others. Recommendations for aspiring women leaders include most significantly the ability to be a leader of self, possessing high self-awareness and building self-confidence. These recommendations are followed by a practice of facing fears and embracing authenticity early in life and career.</p><p>

<p> This study explored organizational learning from a feminist perspective, similar to feminist critiques of organizational culture, and offers an analysis of individual&rsquo;s perceptions of gender dynamics in organizational learning. Mainstream literature on organizational learning is based upon gender-blind assumptions in theory and practice. This study examined those assumptions with a feminist lens. Constructivist epistemology, a feminist interpretive lens, and phenomenological and feminist methodologies guide this research, which asks, what does gender equal organizational learning look like? Fourteen senior leaders of a small New England college were interviewed to better understanding their experience of gender and collective learning at a small liberal arts college. Feminist analysis of the in-depth interviews revealed patterns of gender dynamics and a distinction between informal and formal organizational learning. Informal learning affected elements of formal organizational learning, raising questions about the ways culture is enacted in organizations. Gendered experiences of voice, participation, and power are among the key findings that problematize mainstream organizational learning theory and suggest that different genders have dissimilar experiences of the participatory and strategic development of their organization. This research sheds light on the emancipatory potential of organizational learning, showing the ways organizational learning is both aa reflection of the culture and a means to change culture and advance gender equality.</p>

<p> Data show the number of doctoral degrees conferred in the U.S. increased for students of all racial/ethnic groups. However, from a percentage standpoint, American Indian students earning doctoral degrees were the least amount of increase. More American Indian females sought doctoral degrees than did American Indian men. However, it was not known what factors influenced American Indian female scholars, what characteristics of validation theory may have contributed, and how supportive factors&ndash;tribal culture, family, faculty, peers&mdash;contributed to earning a doctoral degree and becoming professors within a single higher education institution. Rend&oacute;n&rsquo;s validation theory provided the theoretical framework for the study. The purpose of this qualitative single-case study was to explore what factors influenced American Indian female scholars to earn a doctoral degree and become professors within a single higher education institution. Data were collected using a questionnaire, interviews, and interview notes. A constant comparative method was used to analyze qualitative data. Audio-recorded interviews were transcribed, and hand coded to identify commonalities in language and thought. Study findings included themes of self-determination/strong self-concept, love of learning, a degree for everyone, elements of validation theory, spirituality, ceremonies, religion, culture, family, faculty, and peers. Sub-themes included lack of cultural capital and no real plan. Study implications may assist higher education institutions, American Indian female scholars, and other minority scholars through the development of programs designed to support a holistic approach towards academic persistence. </p><p>