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While previous research has examined gender disparities in sentencing, most explanations focus on individual-level differences. We argue that structural gender equality has an important influence on gender disparities as well. Drawing from previous research on victimization, we provide a test of the ameliorative and backlash hypotheses. Using federal sentencing data from 1999-2003, we demonstrate how measures of structural gender equality contextualize the relationship between gender and sentencing. Our analyses suggest that structural gender equality is important for understanding the relationship between gender and sentencing, but different measures of gender equality lead to distinct patterns.

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One challenge sociology departments face is conveying to undergraduates the relevance of a sociology degree for future careers. This challenge is more notable for first-generation and working-class students who research shows have more limited access to mentors. Here we present a department-level mentoring initiative designed to address systemic gaps first-generation students face in accessing mentorship, especially in relationship to career readiness. The mentoring module we examine here is the first of four delivered across our curriculum and focuses on introducing what sociologists do in “the real world,” advancing the idea of career transferability, and providing information on university resources helpful to developing student personal and professional identities. We discuss the context, implementation, and analysis of student reflections and conclude with lessons learned and strategies departments can draw on to improve mentoring of first-generation sociology students.