Alba García-Cid ^1* Clarissa Pepe-Ferreira ² Patricia García-Leiva ³ Raquel Diniz ⁴ Lourdes Villardón-Gallego ¹

• ¹ University of Deusto, Bilbao, Spain
• ² Rio de Janeiro State Federal University, Rio de Janeiro, Rio de Janeiro, Brazil
• ³ University of Malaga, Málaga, Andalusia, Spain
• ⁴ Federal University of Rio Grande do Norte, Natal, Rio Grande do Norte, Brazil

1. Dehumanization and Gender Norms: Research by Tanriverdi et al. (2024) highlights how nonconforming women experience mechanistic dehumanization, revealing subtle forms of marginalization in male-dominated environments. This underscores the importance of dismantling rigid gender expectations to foster inclusivity. 2. Policy and Institutional Gaps: Studies by dos Santos et al. (2024) and Hurtado-Reina et al. (2024) show how educational institutions and workplaces often lack policies addressing violence and representation, which can enable gender-based harassment or overlook female academic contributions. Both studies advocate for robust, zero-tolerance policies and greater visibility of women's work to achieve equity. These findings collectively call for comprehensive policy reforms, educational programs, and cultural shifts to reduce gender-based violence and foster environments that value diversity and equality. They also highlight that the journey toward gender equity requires institutions to take proactive measures and implement targeted interventions to support marginalized and vulnerable groups in diverse social contexts. The following is a brief summary of each of the articles published in this editorial, highlighting their key findings and proposals.Tanriverdi et al.'s (2024) study examines how women who do not conform to gender expectations in tone of voice, occupation, and appearance may be subject to dehumanization. A between-groups factorial experiment was conducted in which participants evaluated a target woman with congruent or incongruent combinations of tone of voice, occupation, and appearance. Results showed that women with an incongruent tone of voice and occupation relative to their gender were more dehumanized, both mechanistically and animalistically. However, the interaction between tone of voice, type of occupation, and appearance was only significant for mechanistic dehumanization. This study reveals that women who deviate from gender norms in tone of voice and occupation face higher levels of mechanistic dehumanization, perceived as lacking warmth and traditional human qualities. These biases suggest that gender nonconformity leads to subtle marginalization, particularly in maledominated settings, potentially impacting women's social and professional experiences.The article from Royo et al. ( 2024) explores the limitations of traditional surveys in capturing the complexities of sex, gender, and sexual orientation. The authors argue that conventional binary categories inadequately reflect the diversity of identities, leading to the underrepresentation of marginalized groups. They propose an inclusive framework for survey design that incorporates a broader spectrum of gender identities and sexual orientations, aiming to improve data accuracy and inform policies that better address the needs of diverse populations.dos Santos et al., 2024 adopt a multi-level perspective to analyze factors contributing to violence against female students in university settings. Through in-depth interviews with 20 university students, both female victims and male aggressors, 41 analytical codes were identified, revealing three main categories: 1) Institutional Actions and Omissions: the lack of clear policies and institutional inaction in response to violence reports were found to foster an environment where such behaviors can proliferate. 2) Characteristics of Aggressors: some aggressors exhibited a predisposition toward violence, a sense of efficacy in their actions, and were influenced by their peer groups, which reinforced aggressive behaviors. 3) Dichotomy in Perception of Victims: women were viewed along a spectrum from vulnerable to strong, affecting their willingness to report incidents and seek support.The authors conclude that it is essential for universities to implement effective policies, promote a zero-tolerance culture toward gender-based violence, provide adequate support for victims, and establish reeducation programs for aggressors. Findings reveal a predominantly male-centered bibliographic landscape, despite significant female participation in course direction. The research highlights a clear androcentric bias, where women's academic contributions are undervalued. This work underscores the need for systemic changes to ensure gender balance in educational materials and increased visibility of women's scholarly work, advocating for institutional policies that address gender equity in academia.Estévez et al. investigate the unique characteristics of gambling disorder in women, as the onset age has recently equalized between genders. Using three discussion groups with 18 women aged 30-68 and an inductive coding process via Atlas.Ti 22.0, the research explores gambling motives, preferences, and related pathologies. Findings reveal that childhood abuse, family influence, and maladaptive emotion management are key factors in gambling initiation. Women often choose less visible games due to social stigma. High comorbidity with disorders like depression, anxiety, and substance use is noted. The study calls for more research to address women-specific factors in gambling disorder.Qin et al. examine the relationship between years of education and subjective well-being among Chinese women, using data from the 2021 China General Social Survey. Employing an ordered Logit model and a coupling coordination model, the study finds that more years of education positively impact subjective well-being, with stronger effects in economically developed coastal regions. The research reveals that education enhances well-being through improved economic status, health, social and personal cognition, and environmental awareness. This study highlights regional disparities in education's impact, suggesting that policy adaptations are essential to address these differences and optimize women's access to educational benefits. Xue and Xu investigated gender and geographic diversity within editorial boards of education journals, revealing that while gender diversity is relatively balanced (58.62% female editors-in-chief), geographic disparities are pronounced, with 93.52% of editors from developed countries. No correlation was found between impact factor and female representation. The study emphasizes the need for improved geographic diversity to ensure equitable representation from developing countries. Wen et al. ( 2024) explored how curriculum experience, extracurricular activities, and faculty support influence the self-perceived employability (SPE) of female STEM students in China. The study, using data from 59,066 students, found that these factors positively impact SPE, though women still report lower SPE than men across all university tiers. The research highlights that university stratification affects female students' experiences and career expectations, with men benefiting more from college activities in most areas except academics.