South African institutions still confront gendered inequalities, irrespective of transformative national policies, compounded by the absence of a national gender equality policy for higher education. We therefore explore the potential of the capabilities approach (CA) to inform policy formation and argue for the development of a policy for higher education institutions based on opportunities for valuable functionings as the informational basis for gender equality. Using one university as our case study, data from 38 interviews with female and male students were analysed as part of a longitudinal study on Gender, Empowerment, Agency and Higher Education. The data reveal which opportunities these women and men find important for their personal development and directly and indirectly for gender equality. We conclude by discussing the implications of the data for stimulating public dialogues towards formulating a capabilities-based gender equality policy, as well as reflecting on the broader contributions the CA brings to policy development.

There is a paucity of research about personality pathology among female offenders. This study aims to address this gap in the forensic psychology empirical base by examining the relationship between female psychopathy, as measured by the Psychopathy Checklist–Revised, and personality disorders, as measured by the Millon Clinical Multiaxial Inventory-III in a South African forensic context. Participants included 108 purposively sampled female offenders incarcerated in South Africa. The Kruskal–Wallis H test and Mann–Whitney U test revealed a number of significant differences in levels of personality pathology between groups. Importantly, the results support international findings that significantly higher rates of Cluster B personality pathology are found among psychopathic offenders compared to non-psychopathic offenders.

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