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The global non-attainment of the Sustainable Development Goal (SDG) 5 indicates the issue of rising gender inequality. Educated women shying away from the labor force is worsening it. The labor market dynamics might shape the female labor force participation (FLFP). The present study recommends a policy framework by analyzing this dynamism across 125 countries over 1990–2020.

The Two-step System Generalized Method of Moments is used to address endogeneity bias. Dynamism in policy environment is captured by relaxing the Ceteris Paribus condition in the empirical model.

Results show that the moderation of labor market factors has increased with the attainment of Secondary and Tertiary Education. Results also highlight that these factors promote FLFP through prospective opportunities but also hinder female participation through employer’s discrimination despite educational attainment.

Studies have examined the role of education on FLFP. However, prior research has not investigated the role of labor market factors in influencing the impact of education on FLFP. The consideration of these factors will help in addressing the global policy lacuna by recommending a policy framework for enhancing FLFP through internalization of the externalities exerted by the labor market factors, and thereby, help the countries attaining the SDG 5 objectives.

The purpose is to gain insight into the benefits of mentoring and using femtoring as an inclusive approach for minoritized and underrepresented students and faculty, who are often challenged in feeling welcomed, included and valued at higher education institutions.

This study used a qualitative inquiry design, in which focus groups, interviews and participant testimonios were collected throughout spring and fall 2022. Testimonio and plática (dialogue) techniques were employed to allow participants to describe their journeys in college and as members of the femtoring/mentoring program.

Undergraduate students as mentees/femtees enjoyed finding a place and space to develop meaningful and positive relationships with other students and Latinx faculty. Faculty and graduate students as femtors/mentors perceived their relationships with students as enriching and energizing, practicing values like transparency, honesty and care.

The study included participants of a specific mentoring program whose experiences and opinions might differ from others. Additionally, persons from other minority groups could experience inequities and unfair practices in college in different ways and find other forms of support.

Hispanic-serving institutions (HSIs) must create programs that promote student–faculty community and collaboration. It is also critical to inform international faculty about Latinx students’ characteristics and needs. Training sessions for graduate students and faculty in leadership and mentoring at HSIs are equally significant in fostering an inclusive and supportive educational environment.

This paper contributes to the literature on mentoring practices to support Latinx students in their college journeys and prepare faculty of color for their mentoring and coaching roles. Femtoring and communities of wisdom concepts were applied to a specific femtoring/mentoring program.