This paper seeks to provoke debate about the workings of tourism enquiry as a knowledgegenerating system through its critical accounting of the sub-field of tourism gender research. This accounting includes a gender-aware bibliometeric analysis of 466 journal papers published during 1985-2012, which categorises the sub-field's prevailing themes and methodologies and identifies the most prolific authors and popular journals. It determines that, despite three decades of study and a recent sharp increase in papers, tourism gender research is marginal to tourism enquiry, disarticulated from feminist and gender-aware scholarship and lacks the critical mass of research leaders, publications, citations and multiinstitutional networks, which characterise other tourism sub-fields. The paper identifies two possible futures for gender-aware tourism research: stagnation or ignition.

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Despite policy initiatives aimed at promoting female access to jobs, the information and communication technology (ICT) professions have traditionally been largely monopolised by men. Segregation, gendered stereotypes and environmental factors have a clear impact on educational and professional choices, as well as on working conditions. The spread of ICT to all economic activities has meant that ICT specialists are now to be found everywhere, not only in the ICT sector where many stereotypes related to technical jobs persist. This work aims to analyse the gender wage gap and discrimination in ICT professions, with the emphasis on how working in an ICT‐intensive industry might affect that situation. The study uses the Spanish Earning Structure Survey data for 2014, and applies wage decomposition techniques to the wage distribution. The results show that female ICT professionals face unfavorable working conditions, especially in highly qualified jobs and in ICT‐intensive industries.

Education is imperative to driving sustainability and gender equity. Moreover, it is extremely important to develop initiatives in sustainable leadership education for women in order for them to acquire skills and competencies in leadership and to improve their self-perception of their capabilities. The purpose of this study was to assess a Women’s Leadership Program for university students. The sample consisted of 50 students enrolled in the program. A mixed-method approach was applied. Quantitative methods with a survey were conducted to evaluate the training and attainment of leadership skills. In the data analysis, a descriptive statistics variance analysis, using a Welch statistic and T2 Dunnett test, was applied. Qualitative research methods were conducted through three focus groups to evaluate changes in their perceptions of themselves and their self-confidence. The results suggest that the female students in the program obtained a level of leadership knowledge with practical tools for their future. The program inspired them and confirmed changes in their self-confidence and view of their personal capacities, including reflection on facing challenges in the work environment. The findings support the effectiveness of specific education in breaking two barriers, identified in the literature, for women in managerial positions: lack of training and self-confidence.