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This volume is a step in fleshing out the historical reasons for gender inequality from the origins of humankind to present times in the Western world. It argues that despite much critique during the last two decades, gender identities are still ultimately understood as closed and rigid categories which unwittingly reproduce modern Western values. It is a theoretically-informed and up-to-date overview of the history of gender inequality that takes as its starting point the mechanisms through which human beings construct their self-identity. It discusses deeply ingrained assumptions on the relationship between gender and materiality in the present that lead both the academic community and the general public alike to reproduce specific patterns of thought about sex and gender and project them into the past. Starting from a peripheral and heterodox perspective, this book intends to appraise the complexity of gender identity in all its richness and diversity. It seeks to understand the persistence of relationality in supposedly fully individualized male selves, and the construction of new forms of individuality among women that did not follow the masculine model. It is argued here that by balancing community and self beyond the contradictions of hegemonic masculinity, modern women are struggling to build a new, more empowering form of personhood. The author is an archaeologist, who uses her discipline not only to provide data, theory and a long-term perspective, but also in a metaphorical sense: to construct a socio-historical genealogy of current gender systems, through an examination of how personhood and self-identity have been constructed in the Western world.

In this paper, we review the methodology of one of the most comprehensive indices of gender equality, the Gender Equality Index by the European Institute for Gender Equality (EIGE). Building on Permanyer’s (J Eur Soc Policy, 25(4):414–430, 2015) critical analysis, we offer an extended critique of the EIGE’s current methodology, focusing on four interrelated issues: (a) the lack of transparency around the methodological decisions and the concomitant implicit theorising, (b) the continuing over-contribution of the ‘correcting coefficient’ to the index such that it predominantly captures achievement levels rather than gender gaps, (c) problems with the verification process and use of Principal Component Analysis, (d) issues arising from the aggregation and weighting of index components. Our analysis shows that in addition to the use of the correcting coefficient, other methodological choices (such as the use of ratios and geometric means) result in an unjustified penalisation of lower-GDP countries, reinforcing biased assumptions about gender equality progress in more affluent countries vis-á-vis lower-GDP countries in the sample. We call for greater transparency around theory, method and the relationship between the two while also proposing methodological improvements. These changes would bring the EIGE index closer to fulfilling its undoubted potential to provide a nuanced understanding of gender equality levels in the European Union and effectively inform policy development toward social change.

\"Intersectionality theory has emerged over the past thirty years as a way to think about the avenues by which inequalities (most often dealing with, but not limited to, race, gender, class and sexuality) are produced. Rather than seeing such categories as signaling distinct identities that can be adopted, imposed or rejected, intersectionality theory considers the logic by which each of these categories is socially constructed as well as how they operate within the diffusion of power relations. In other words, social and political power are conferred through categories of identity, and these identities bear vastly material effects. Rather than look at inequalities as a relationship between those at the center and those on the margins, intersectionality maps the relative ways in which identity politics create power. Though intersectionality theory has emerged as a highly influential school of thought in ethnic studies, gender studies, law, political science, sociology and psychology, no scholarship to date exists on the evolution of the theory. In the absence of a comprehensive intellectual history of the theory, it is often discussed in vague, ahistorical terms. And while scholars have called for greater specificity and attention to the historical foundations of intersectionality theory, their idea of the history to be included is generally limited to the particular currents in the United States. This book seeks to remedy the vagueness and murkiness attributed to intersectionality by attending to the historical, geographical, and cross-disciplinary myopia afflicting current intersectionality scholarship. This comprehensive intellectual history is an agenda-setting work for the theory\"-- Provided by publisher.

Parental leave is essential for supporting women’s participation in the labour market, while accessible and affordable childcare is equally important for their return to work. This study examines the care gap in Croatia, defined as the period between the end of paid parental leave and the start of early childhood education and care (ECEC). Data from an anonymous online survey were analysed using logistic regression to identify predictors of this gap. The results confirm its presence and show that it affects mothers disproportionately, as many adjust their employment during this period. The probability of a care gap is lower in larger local government units (LGUs) and for children born later in the year. These findings highlight the importance of aligning parental leave and ECEC enrolment policies to promote gender equality and support a better work-life balance for families.

\"There was a time when the phrase 'American family' conjured up a single, specific image: a breadwinner dad, a homemaker mom, and their 2.5 kids living comfortable lives in a middle-class suburb. Today, that image has been shattered, due in part to skyrocketing divorce rates, single parenthood, and increased out-of-wedlock births. But whether it is conservatives bewailing the wages of moral decline and women's liberation, or progressives celebrating the result of women's greater freedom and changing sexual mores, most Americans fail to identify the root factor driving the changes: economic inequality that is remaking the American family along class lines.\"--Front jacket flap.

This study critically examines gender equality planning (GEP), which has been obligatory in all Finnish comprehensive schools since 2015. GEP has been welcomed as a promising method of systemizing perspectives on gender in Finnish basic education. A regionally representative, discretional sample of gender equality plans (N = 140) was analysed using a critical discourse approach to examine how these plans discursively bent, stretched, fixed or shrank the meaning of gender equality along with the consequences of these approaches for equality promotion. The analysis shows that the GE plans constantly bent and stretched equality to separate it from gender and fixed it to free-floating gender equality measures, which left gendered power relations undisturbed. Consequently, equality promotion was represented as depoliticized. However, through the shrinking, the contextual construction of gendered power relations was recognized, and GEP exhibited the potential to politicize gender equality. In this paper, we argue that GEP has potential in gender equality promotion if the planning processes recognize contextual construction of gendered power relations and if equality promotion is not reduced to technical measures. Otherwise, the tool might actually impede equality rather than promoting it.

Background This study investigates gender differences in sustainability awareness among adolescents, focusing on how these differences may influence education for sustainable development (SD). Based on an analysis of existing literature, which presents varied perspectives on the impact of gender on sustainability awareness, this work seeks to address a significant gap in the current knowledge. Methods A cross-sectional quantitative study was carried out on adolescents in the province of Alicante (Spain) through the completion of the SCQ-S questionnaire in the period from March 2022 to May 2023. Results The results reveal higher sustainability awareness among female adolescents compared to males, except for in one dimension where no significant differences were detected. Employing a cross-sectional questionnaire-based study conducted in person as the methodology, with 1,192 participants (48.33% male and 51.67% female), the SQS-S questionnaire was used to measure awareness about sustainability. Conclusions This study not only contributes to the understanding of how gender equality can be integrated into educational systems, in line with SDGs 4 and 5, to promote SD, but also proposes the establishment of benchmark scores based on percentiles. These scores will enable the assessment of sustainability awareness levels among adolescents, thereby offering educators a tool to accurately identify the specific needs of their students. We argue that educational interventions must be meticulously designed to be inclusive and sensitive to gender differences, thereby enhancing sustainability awareness in all students and contributing to the development of a more equitable and sustainable society. This body of research underscores the importance of adopting a holistic approach to sustainability education, recognising the crucial role of the educational environment in supporting this learning and the adoption of sustainable behaviours.

In the past decade, there has been increasing attention globally to the institutionalisation of diversity management practices in research, development and innovation (RDI) organisations, as well as the necessity of addressing more effectively various forms of discrimination and inequalities, especially agendas of gender inequality. Although there is extensive research on the different forms, levels, and reasons for gender inequality in RDI organisations, relatively little research has examined how top management members perceive the importance of the former. Our research examines how gender equality outcomes might differ for higher education and research-performing organisations in Hungary when top management strategically supports gender equality. For this purpose, we use –among the indicators by which the European Union (EU) measures progress related to achieving Sustainable Developmental Goal #5 on Gender Equality– the gender employment gap, the gender pay gap, and positions held by women in senior management. We applied a quantitative approach, using an online questionnaire to survey forty-eight higher education institutions and research centres. Our findings build on a comparison of two subsamples; the first in which top management attributes strategic importance to gender equality, and the second in which this strategic approach is lacking. The results show that the «strategic» subsample can primarily be differentiated from the «non-strategic» subsample due to the former’s implementation of significantly more gender equality initiatives at the individual and cultural levels. Concerning initiatives on the structural and organisational level, no significant difference could be found. Furthermore, while a positive linear relationship was found between the number of gender equality practices and the number of positive gender equality outcomes, comparing gender equality outcomes in the two subsamples in more detail indicated fewer significant differences.

Background Achieving gender equality in education is crucial for promoting social equity, driving economic growth, and improving overall population health. In Nepal, deeply rooted socio-cultural norms, economic disparities, and patriarchal values greatly impact women’s access to educational opportunities, particularly in the field of medicine. Although there has been an increase in female enrollment in medical programs, pervasive biases, gendered expectations, and informal cultural scripts—often referred to as the “hidden curriculum”—continue to influence their aspirations, specialty choices, and professional journeys. Understanding these dynamics is vital for ensuring women’s full engagement in the medical workforce. Methods This qualitative study employed semi-structured interviews with fifteen final-year female undergraduate medical students at a private medical college in Bharatpur, Nepal. Thematic analysis was employed to identify and interpret the key themes. Results Five key themes emerged: (1) The Marriage Mandate: Negotiating Family, Tradition, and Professional Aspirations; (2) The Gendered Clinic: Unveiling Bias in Medical Education and Practice; (3) Investing in Daughters, Expecting Returns: The Gendered Economics of Medical Education; (4) Transnational Aspirations: Negotiating Mobility, Marriage, and Medical Careers and (5) Claiming Space: Agency, Resistance, and Redefining Success in the Medical Profession. Discussion The pervasive “hidden curriculum” of gendered barriers persists despite policy efforts, constitutional safeguards, and increasing female representation in medical schools. These challenges, if unaddressed, risk perpetuating a cycle of underutilizing women’s talents, limiting the diversity of the healthcare workforce, and hindering progress toward achieving equitable health outcomes. The findings underscore the urgent need for gender-transformative approaches that acknowledge and actively dismantle these deeply rooted biases at institutional, community, and policy levels. These approaches should focus on creating supportive structures that empower women to fully contribute to the medical profession. Conclusion Female medical graduates encounter significant obstacles, including entrenched patriarchal norms, systemic inequalities, and a pervasive “hidden curriculum” of biases. However, they demonstrate remarkable resilience and determination in challenging stereotypes, redefining success, and reimaging their professional identities. Their experiences align with global efforts toward gender parity in education and employment. Equitable representation of women in the medical workforce is not only a moral imperative but also a strategic necessity for advancing public health, strengthening healthcare systems, and promoting social justice. Clinical trial number Not applicable.

This thematic issue explores diverse perspectives on the experiences of European research performing organisations (RPOs) and their stakeholders in designing, implementing, and evaluating Gender Equality Plans (GEPs) in practice. The 16 articles included apply a wide range of methodologies, from single organisation case studies to international comparative qualitative and quantitative analyses. To address the complexities of whether and how GEPs can achieve their intended gender equality outcomes, the contributions primarily draw on feminist institutionalism, complexity theory, and intersectionality theory. While the call for papers aimed to highlight good practices to be shared in the European Research Area, most articles instead bring to the fore the challenges and organisational resistance of putting inclusive and intersectional GEPs into practice. From a content perspective, the articles can be broadly grouped into four categories: (a) comparative studies focusing on the process of implementing GEPs, (b) studies examining specific dimensions of GEPs, as gender‐based violence, work–life balance, gender equality in teaching and research, etc., (c) analyses of policy discourses and their real‐life implementation, and finally, (d) holistic case‐studies of individual organisations. This thematic issue is special in that it is among the first such collections examining GEPs in European RPOs, in particular with a high representation of articles addressing experiences with GEPs in the Central and Eastern European region.