No abstract

Recent leadership initiatives encourage children, particularly girls, to defy gender stereotypes. Yet those creating and participating in these initiatives, like all members of our culture, have their own gender biases, have received gender socialization, and live in a society where the masculine is more valued than the feminine. We conducted participant observation of two gender segregated leadership summer camps to examine how camp counselors and directors teach leadership to boys and girls. We find counselors unintentionally reinforce gender stereotypes and promote gendertypical behavior while attempting to break down these same stereotypes and behavioral expectations. We argue the gender segregated environment leads to a problematic "separate but equal" approach to thinking about leadership that advances the individual abilities of boys and girls but does less to decrease gender disparities in emotional development, physical competition, or leadership styles. This research contributes to our understanding of how well-intentioned organizations and authorities, seeking to minimize gender disparities and develop strong leaders, unwittingly reproduce gender differences and perpetuate gender inequality.

high-intensity care near the end of life. 7 Although there are important limitations on current data regarding outcomes of IHCA for patients with COVID-19, we have enough data to conclude that it is important to implement programs to promote conversations about values and goals in the community and early goals-of-care discussions for patients hospitalized with COVID-19.