According to the gender stereotypes attributed to men, and research on adult male victims, boys subjected to sexual abuse are expected to be better able to defend themselves than girls, and are thought to be more likely to adopt a proactive attitude in the victimÁperpetrator relationship. They are consequently regarded as more blameworthy than female victims. In the present study, 384 French respondents read through a sexual abuse scenario in which the child victim's gender, perpetrator's gender and victim's age (7 vs. 12 years old) were manipulated. As expected, male respondents blamed the victim more than female respondents did, especially when the victim was a boy. Furthermore, male respondents blamed the perpetrator less than female respondents did, especially when the perpetrator was a woman and the victim a boy. However, these effects were observed for victims of both 7 and 12 years old while it was expected only for the 12-year-old victims. Finally, as expected, respondents who expressed a high need for closure perceived the victim as less credible and more guilty than respondents who expressed a low need for closure, particularly when the victim was 12 years old. This cognitive characteristic thus appears to moderate the expression of stereotypical representations.

Purpose This paper aims to identify and systematically summarize the relevant research on metaphors that are used to explain gender inequalities in the organizational context. Design/methodology/approach The researchers conducted a systematic literature review using bibliometric techniques and content analysis. Findings The systematic literature review identified a total of 1,269 papers in 688 journals written by 2,441 authors. The first paper was published in 1971 and the publication growth can be observed in the five decades analyzed. The Gender in Management: An International Journal, was the journal that published more papers about this thematic. Michelle Ryan was the most influential researcher regarding the number of papers and citations she had. The content analysis performed with the 27 most influential papers showed 4 research streams (metaphors; gender and leadership; challenges, stereotypes and toxic environment; and gender in the academy). Concerning the metaphors explored in those papers, the glass ceiling is the most prominent. Furthermore, 26 kinds of barriers were identified regarding the challenges that women face to reach positions of power. Practical implications The scrutiny of the metaphors and barriers enable access to what is being a hindrance to female progression in the organizational structure. So, this study may instrumentalize organizations and women to improve gender diversity practices in the workplace. Originality/value The value of the paper lays in the extensive literature review, using a bibliometric approach and content analysis.

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In this article, the concept of Organizational Citizenship Behavior (OCB) is transposed from a work context, in which it was developed, to secondary school. Two studies test the assumption of a social valorization of OCB declaration in a school context. In Study 1, 445 pupils (sixth-graders to ninth-graders) answered an OCB questionnaire, specifically designed for this population, according to the three instructions of the self-presentation paradigm. The ANOVAs indicated (1) a higher frequency of declared OCBs for girls than for boys, which decreases with school grade, and is higher for the dimension of Organizational Compliance, and (2) a significant OCB clearsightedness, more significant when presenting oneself to teachers than to parents and peers, and higher for Individual Development, Altruism and Organizational Compliance dimensions. In Study 2, 46 teachers examined the report of a fictitious pupil expressing a high or low frequency of OCB (judge paradigm). The ANOVAs indicated that the teachers' judgement was more favorable towards the pupil expressing high rather than low frequency of OCB. The normative component of OCB, the social and institutional function which the OCB can fulfill, and the evaluation devices in secondary school are then discussed.Respect for others and for public rules is some sort of guarantee against acts of violence and incivility in any organization. These socially expected attitudes and behaviors represent highly valued, but implicit, social skills. The objective of this article is to examine the role of evaluation in the appearance of such social skills, specifically in a school context.Up until the start of the new school year in 2006 1 , which is when we examined this subject, these social skills were outside any prescribed rules or proscriptions registered in the establishment's list of regulations. They are then close to the Organizational Citizenship Behaviors (OCB) defined in the literature in a work context. At first, we shall consider this

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