Subtle occurrences of discrimination, insults, and slights against gender can impact woman of all ages, although little research has been done on the mental health impacts of these events on adolescents or middle-aged women. Additionally, a person’s own views on sex roles and sexism may impact how these events affect them. The following study examined the relationship between mothers and daughters on variables related to ambivalent sexism, gender-based microaggressions, and anxiety and depression. One hundred two mothers and their adolescent daughters completed various online surveys through the use of a Qualtrics panel. The sample was fairly representative, with respondents varying in social class, age, religious preference, and geographical location. Mother and daughter participants separately completed various online measures related to microaggressions, sexism, and mental health. Results indicated that mothers and daughters reports of mental health outcomes, experiences of microaggressions, and ambivalent sexism were very correlated. Additionally, for both mothers and daughters, there was a positive correlation between experiences of gender-based microaggressions and increased symptoms of anxiety and depression. A moderation analysis was done to see if a women’s level of benevolent sexism acted as a moderator to the relationship between experiences of microaggressions and mental health. Although no significant interactions were found, the results did approach significance for the dependent variable of mother’s depression. This study highlights the occurrence and impact of gender-based microaggressions on two under-researched populations, and also begins to explore how views about gender roles may interact with mental health.

<p dir="ltr">This two-paper dissertation focuses on gender equity in higher education in the United States, specifically on workplace gender equity. There is a lack of feminist research in the literature which can have significant consequences in the development of both higher education policy and practices, as a misunderstanding about the gendered nature of educational experiences may be linked to inadequate responses to the situation. Feminist research helps understand and provide recommendations for such experiences. As such, gender equality should not only be an ethical imperative but also an emphasis in higher education. To increase gender equality in higher education, this dissertation recommends that scholars focus on feminist research. The goal of this research is to understand how gender impacts a person working in higher education by investigating historical and contemporary gender-based identities and inequities in higher education in the United States. Hence, this dissertation answers the following questions: What strides have been made to reduce gender inequity in the workplace in higher education in the United States? How does gender impact a person's career trajectory into leadership positions in higher education? As a result, this research provides recommendations for administrators and policy makers to reduce gender inequity in higher education. </p>