The tenets of representative bureaucracy suggest that the composition of the bureaucracy should mirror the people it serves including women in order to influence the name, scope, and implementation of public policies. Women are still underrepresented in mid-to-upper management in male-dominated occupations. When women are under-represented in mid-to-upper levels of management in government, there are implications regarding representative bureaucracy. This study examined the career progression experiences of women who were successful in reaching mid-to-upper levels of management in male-dominated occupations in state government. Specifically, the study explored how women perceive various occupational factors including their rates of participation, experiences, gender, roles within the bureaucracy, interactions with their coworkers, leaders and organizational policies, personal influence, and decision-making abilities. The findings revealed that women experience various barriers to career progression in male-dominated occupations, but find mechanisms to navigate obstacles imposed by the negative consequences of tokenism. The findings indicate that although women have been successful in reaching mid-to-upper level management in male-dominated occupations, they do so in institutions, regional, district, field or offices with fewer overall employees where they have less opportunity to have influence on overall agency-wide policy decisions. The decision-making power is limited to implementation strategies of agency-wide policies within their smaller domains or geographical area of responsibility.

The purpose of this research is to examine the diversity and representation of models of color in ELLE US’ 2017 fashion editorials. As the purpose is twofold, so is the methodological approach, which looks at the material through both a quantitative content analysis and a qualitative visual analysis. Theoretically, the analyses are grounded in postcolonialism, representation and the concept of new racism. To discuss medias’ influence on audiences, the theory also presents related research on this subject. Illustrating a statistical lack of diversity, as well as tendencies of stereotypical representations, the research indicates a postcolonial discourse in ELLE’s content – results that are problematic both in relation to racial equality and to the socially constructed beauty-ideals that ELLE takes part in creating.

The aim of this study is to contribute to a deeper understanding of the underrepresentation of women working as sports journalists at local newspapers in Sweden. This study also aims to investigate how the Swedish Union of Journalists works to improve gender equality for female sports journalists. A qualitative semi-structured interview method is used to fulfill the aims of the study. The theoretical framework used are Kanter's theory of tokenism and Altheide and Snow's theory of media logic. The results shows that sports journalism faces a number of challenges in the work for gender equality, such as an excluding masculine culture, harassments in the field, difficulty of finding women to recruit and a need to prioritize more women in sports media to make women a more natural part of sports. The Swedish Union of Journalists mainly educates, provides equality projects and support female sport journalists regarding unequal conditions.

The majority of mental illness on college campuses remains untreated, and mental illness stigma is the most cited explanation for not seeking mental health treatment. Working-class college students are not only at greater risk of mental illness, but also are less likely to seek mental health treatment and hold more stigmatized views toward people with mental illness compared to affluent college students. Research on college culture suggests that elite college contexts may be associated with greater stigmatization of mental illness. This study bridges the social status and college culture literatures by asking—does social status and college context together predict students’ mental health attitudes? By surveying 757 undergraduates at an Ivy League university and a Non-Ivy League university, I found that 1) elite college students had greater mental illness stigma than non-elite students, 2) social status was positively related to personal stigma and negatively related to perceived stigma, and 3) low social status students at the Ivy League university had greater personal mental illness stigma compared to their counterparts at the Non-Ivy League university. Low social status students’ perceptions of themselves as social status minorities may be responsible for their greater stigmatization of mental illness in the elite college context. These findings suggest that increasing socioeconomic diversity on college campuses may improve lower social status students’ mental health attitudes.

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This dissertation addresses African American women's intricate challenges at predominantly white institutions (PWIs), exploring the outcomes of navigating a sense of belonging which eventually affects one's well-being within this professional context. The study employs a qualitative approach to delve into the experiences of those who work or have worked in the environment. By capturing the personal narratives of African American women in various roles at PWIs, the research aims to understand the intersectionality of race and gender dynamics impacting their professional lives. The literature review contextualizes the study by discussing the challenges identified in existing research, including the marginalization experiences and their implications on physical and emotional well-being. With a focus on the ideological hegemony affecting Black women in academia, the review underscores the importance of addressing the challenges that African American women face. The methodology involves gathering demographic information on African-American women employed or previously employed at a PWI (within the last ten years) utilizing semi-structured interviews. Thematic analysis is employed to derive insights from the participants' narratives, emphasizing the significance of capturing the essence of their experiences. The findings are expected to reveal three salient themes: experiencing and navigating challenges African American Women at PWIs Face, the phenomenological realities in their experiences and the importance of well-being. The dissertation concludes by discussing the study's broader implications for addressing institutional support. It contributes valuable insights to the ongoing dialogue on diversity and inclusion in higher education. It identifies avenues for future research and proposes interventions to enhance the experiences of African American women in various roles within PWIs. Ultimately, this research aims to advocate for a more inclusive and supportive environment for African American women at PWIs, fostering their personal and professional success.

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This is an exploratory, qualitative study of female musicians and their experiences with discrimination in the music industry. Using semi-structured interviews, I analyze the experiences of nine women, ages 21 to 56, who are working as professional musicians, or who have worked professionally in the past. I ask them how they are treated differently based on their gender. Three forms of subtle discrimination are inferred from their narrative histories. First, female musicians are mistaken for non-musicians. They are encapsulated into inferior roles, like "the gimmick," "good for a girl," and "invisible accessory." Second, band mates and band managers control women's space, success, and artistic freedom. Third, their femininity, sexuality, and age are highly scrutinized. The analysis implies that female musicians are tokenized, devalued, and considered inappropriate for their jobs. Particular attention is paid to the similarities between female musicians and women in male dominated work places. I conclude by discussing the larger implications for gender, music, and social change in a sexist, unregulated industry.

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This study examines the identity work strategies that men students in nursing, elementary education, and social work programs employ in order to manage and assert their masculinity in the face of negative gender assessment, as well as the identity work involved in verifying their professional identities. It also examines the perceived benefits and disadvantages that men experience as numerical minorities in their fields of study. Interviews with 12 men students majoring in these disciplines reveal that while men do perceive disadvantages as men in these educational spheres, they believe that the advantages and benefits they enjoy in the form of special treatment, recognition, and access to opportunity far outweigh them. A key perceived disadvantage is the ongoing challenges they face to their social identity as men and their role identity as rising professionals. These men employ identifiable identity work strategies for doing masculinity; some of which have implications for gender equality in the educational setting, as well as in on-site training (i.e., workplace) settings as well. This study contributes to an understanding of how men verify contradictory identities, and how gender shapes, privileges, and constrains their lives. In addition, it builds on extant literature focusing on men's experiences in higher education as they prepare for careers in gender-nontraditional occupations. / Ph. D.