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The purpose of this special issue is to extend the Economic and Social Sciences Research Council (ESRC)-funded UK seminar series–Challenging Gendered Media (Mis)Representations of Women Professionals and Leaders; and to highlight research into the gendered media constructions of women managers and leaders and outline effective methods and methodologies into diverse media.

Gendered analysis of television, autobiographies (of Sheryl Sandberg, Karren Brady, Hillary Clinton and Julia Gillard), broadcast news media and media press through critical discourse analysis, thematic analysis, metaphor and computer-aided text analysis software following the format of the Gender Media Monitoring Project (2015) and [critical] ecological framework for advancing social change.

The papers surface the gendered nature of media constructions of women managers and leaders and offer methods and methodologies for others to follow to interrogate gendered media. Further, the papers discuss – how women’s leadership is glamourized, fetishized and sexualized; the embodiment of leadership for women; how popular culture can subvert the dominant gaze; how women use agency and how powerful gendered norms shape perceptions, discourses and norms and how these are resisted, repudiated and represented.

The papers focus upon how the media constructs women managers and leaders and offer implications of how media influences and is influenced by practice. There are recommendations provided as to how the media could itself be organized differently to reflect diverse audiences, and what can be done to challenge gendered media.

Challenging gendered media representations of women managers and leaders is critical to social justice and equality for women in management and leadership.

This is an invited Special Issue comprising inaugural collection of research through which we get to “see” women and leaders and the gendered media gaze and to learn from research into popular culture through analysis of television, autobiographies and media press.

In this chapter, we critically interrogate Pakistani Higher Education Commission (HEC)'s “Policy Guidelines against Sexual Harassment in Institutions of Higher Learning” (HEC, 2011, 2020) to reveal that the policy represents a form of rhetorical genderwashing, rather than a concerted attempt to effect structural change (Fox-Kirk et al., 2020). Through this critical interrogation, we introduce a new methodological approach to investigate genderwashing, that of collaborative feminist policy analysis. This chapter is based on the theoretical framework of Sara Ahmed's concept of “institutional nonperformativity” (2012). Pakistan recognized workplace harassment as a legal issue for the first time in the 2010 Sexual Harassment Act (Jabbar & Imran, 2013). The Act, and subsequent policies, was an attempt to practice equity and fairness in sexual harassment cases. Our investigation revealed that the policy reinforces gender power inequality, gendered language, and is an example of institutional silence, and genderwashing in the workplace (Fox-Kirk et al., 2020).

Genderwashing is an organizational phenomenon in which claims to gender equity remain superficial because organizational efforts toward gender equity are unsuccessful at creating substantive change. I introduce the concept of encounter as a useful framework in extending our understandings of the ways that genderwashing might occur within workplaces. Drawing on “encounters” as fundamentally informal, everyday interactions, I explore the ways in which these seemingly trivial social interactions make significant contributions to the quality of workplace relationships. Using the manager–employee relationship and performance review process as a basis, I show how paying attention to “small talk” is not trivial, but rather has a significant impact on the performance review process, and functions as an important site for the reproduction of or challenge to existing gender inequities. I also suggest that the consideration of “encounters” offers practical insights that can help identify additional behaviors that result in significant movement toward gender equity.

This chapter focuses on the concept of genderwashing in the context of higher education (HE) in the United States. Using intersectionality as a framework, the authors critically examine gender-based affinity groups, which are used in HE as a common strategy to support diversity and equity efforts. The authors discuss how such efforts often fall short in facilitating meaningful organizational or systemic change and provide questions and considerations for addressing genderwashing that are informed by an intersectional lens.