Implications of police occupational culture in discriminatory experiences of senior women in police forces in England and Wales.

The special issue offers new knowledge about racialised educational experiences by shedding light on racialised leadership in school and higher education in diverse geographical and educational contexts in England, Canada, America and South Africa through a mix of research methods (phenomenological, longitudinal, documentary, semi-structured interviews), analytical (content and textual analysis) and theoretical approaches (critical race theory [CRT], critical ecological). This special issue prioritises the centring of educational leaders’ lived experiences and their voices alongside the research methods used to illuminate the nuances associated with race and educational leadership in schools and higher education. The prism of race enables us to add new educational leadership insights to the field associated with ethnicity, gender, culturally constructed notions of leadership, intersectionality and/or geographical location. The findings highlight implications for researching race and educational leadership.

In this study, we examined the direct effect of (positive vs. negative) evaluation of potentially harassing experiences due to ethnic background on impaired well-being as well as the moderating effect of ethnic identity centrality on the relationship between (lower vs. higher) frequency of potentially harassing experiences and impaired well-being. Using a gender-balanced sample with equal proportions of black and minority ethnic and white undergraduate students (N = 240), we found that, expectedly, ethnic identity centrality intensified the effects of higher frequency of potentially harassing experiences on lower self-esteem and lower positive affect. Unexpectedly, however, gender identity centrality buffered the effects of higher frequency as well as more negative evaluation of potentially harassing experiences on lower self-esteem, indicating that gender identity centrality may be a protective resource, even though it is not specific to ethnic harassment. Exploratory analyses revealed that for black and minority ethnic respondents with high ethnic identity centrality and for white respondents with low ethnic identity centrality, there were associations between more negative evaluation of potentially harassing experiences and lower self-esteem and lower positive affect. This finding might indicate that ethnic identity centrality was a risk factor in black and ethnic minority respondents, but a protective factor in white respondents.

Perspectives on gender inclusion at work: case of a British police service. AbstractPolicing is labelled as a 'gendered' occupation (Davies and Thomas, 2008;Westmarland, 2001) and its gendered organisational practices work to the disadvantage of women (Martin and Jurik, 2006). This paper explores employee perspectives on gender diversity and inclusion in the London Metropolitan Police Service (MPS). The empirical evidence in this research shows that employees perceive the work systems and processes in the MPS as favouring the masculine police archetype. Female officers are generally confined to the boundaries of femininity but at the same time they are expected to behave like a 'model employee', which involves assimilating the masculine police archetype. The experiences of most female respondents depict the gendered division of labour (Davies and Thomas, 2008;Westmarland, 2001) that is linked to the business case, and which underpins the access-andlegitimacy perspective on workforce diversity (Dass and Parker, 1999;Ely and Thomas, 2001). Implications for practice and future research are considered.

This paper explores how workforce diversity is understood and put into practice in the complex and dynamic work setting of the London Metropolitan Police Service (MPS). The analysis employs theoretical frameworks on diversity perspectives (