Recent initiatives in polar research like Women in Polar Science and Women of the Arctic have shone a light on the strengths of female polar researchers and the struggles they have faced in their respective careers. These initiatives have started and contributed to ongoing conversations in the polar research community about increasing diversity and making the field more inclusive. In this commentary, we discuss the need to focus on intersectionality in diversity, equality and inclusion initiatives in polar research, and to address intersecting barriers faced by members and would-be members of our fields. These barriers are varied, often overlapping, and include, but are not limited to: gender identity; sexuality; socio-economic status; language; disability; and race. Polar research is poised to benefit from a tremendous diversity of ideas and approaches if we as a community can fully commit ourselves to understanding and addressing overlapping, interconnected barriers to equality and progress in polar research.

Indigenous beauty pageants can be seen as a way of re-appropriating indigenous identity. This article approaches beauty pageants as being situated in multiple systems of power at four levels of contestation: (1) reproducing gender relations and creating new professional and political opportunities; (2) constituting a site for cultural and political agency and delimiting the ways to ‘be a Maya woman’; (3) reproducing class relations in terms of access to the event and contributing to social awareness of beauty queens; (4) as a social event consolidating (gender) relations within the family. The findings are based on longitudinal (2002–14) ethnographic fieldwork in Quetzaltenango, Guatemala.

Many universities use student evaluations of teachers (SETs) as part of consideration for tenure, compensation, and other employment decisions. However, in doing so, they may be engaging in discriminatory practices against female academics. This study further explores the relationship between gender and SETs described by MacNell, Driscoll, and Hunt (2015) by using both content analysis in student-evaluation comments and quantitative analysis of students’ ordinal scoring of their instructors. The authors show that the language students use in evaluations regarding male professors is significantly different than language used in evaluating female professors. They also show that a male instructor administering an identical online course as a female instructor receives higher ordinal scores in teaching evaluations, even when questions are not instructor-specific. Findings suggest that the relationship between gender and teaching evaluations may indicate that the use of evaluations in employment decisions is discriminatory against women.