Will adding women to the board of directors reduce firm gender pay disparities? Our research suggests ‘no’ … and ‘yes.’ It is not a matter of simply adding more women to the board or integrating women into key board committees that moves the needle. If firms really want to stimulate change through board diversity, then they need to empower female directors and place them in key leadership roles. We find that women’s integration on the board of directors and on the compensation committee has no significant impact on lessening the compensation gap within the top executive team. However, when women influence compensation decisions through service as the chair of the compensation committee, the top executive compensation gap is diminished. Our analysis relies on a dataset built by the authors of all top management team executives and board members from the S&P 500 from 2009–2013. We test three mechanisms that may enable women to overcome limitations with respect to pay equity: (i) integration, (ii) direct decision making and (iii) influence. Our findings suggest that not all types of power are equal; the more direct influence women have over compensation decisions, the smaller the compensation gap.
Gender and sexuality have been at the forefront of societal debate in recent years with various legal battles concerning LGBT rights and religious liberties taking center stage. Shifts in attitudes and gains in legal protections have served to entrench conservative religious beliefs and to perpetuate generational “bitter” knowledge. This study seeks to understand the types of beliefs brought into the classroom by students and to examine the role of religious socialization in shaping and maintaining problematic beliefs in the context of learning new discordant knowledge. The data demonstrate that students bring “bitter” or problematic knowledge into the classroom, which serves as an obstacle to engaging in critical inquiry. We explore how the educational technique of engaging in pedagogies of discomfort invites students to see things differently and to examine how the religious institution has shaped their beliefs and values. We conclude with the call for educators to create authenticity and safety through sharing in self-examination and presenting their own vulnerability within the course.
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