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Dignity is increasingly central to the justificatory logic of US Supreme Court decisions. Yet the perils inherent in this jurisprudence of dignity, which we argue frames the right to dignity as a right to recognition, have been overlooked. Understanding dignity as synonymous with recognition clarifies its effects: dignity dethrones the autonomous, rights-bearing individual, instead figuring individuals as intersubjectively vulnerable and dependent upon institutional recognition. Dignity also casts state action as innocent, elides structural harms, and exacerbates injuries of marginalization. Applying our theoretical frame to Obergefell v. Hodges, we argue that the effects of the emerging jurisprudence of dignity are troubling.

Objectives We focus on variation in gender inequality in physics course-taking, questioning the notion of a ubiquitous male advantage. We consider how inequality in high school physics is related to the context of students' local communities, specifically the representation of women in science, technology, engineering, and mathematics (STEM) occupations in the labor force. Methods This study uses nationally representative data from the National Longitudinal Study of Adolescent Health and its education component, the Adolescent Health and Academic Achievement Transcript Study. Results Approximately half of schools are characterized by either gender equality or even a small female advantage in enrollment in this traditionally male subject. Furthermore, variation in the gender gap in physics is related to the percent of women who are employed in STEM occupations within the community. Conclusion Our study suggests that communities differ in the extent to which traditionally gendered status expectations shape beliefs and behaviors. Adapted from the source document.

ObjectivesWe focus on variation in gender inequality in physics course‐taking, questioning the notion of a ubiquitous male advantage. We consider how inequality in high school physics is related to the context of students' local communities, specifically the representation of women in science, technology, engineering, and mathematics (STEM) occupations in the labor force.MethodsThis study uses nationally representative data from the National Longitudinal Study of Adolescent Health and its education component, the Adolescent Health and Academic Achievement Transcript Study.ResultsApproximately half of schools are characterized by either gender equality or even a small female advantage in enrollment in this traditionally male subject. Furthermore, variation in the gender gap in physics is related to the percent of women who are employed in STEM occupations within the community.ConclusionOur study suggests that communities differ in the extent to which traditionally gendered status expectations shape beliefs and behaviors.

This study builds on research on the power of counter‐stereotypical cues, as well as intergroup contact theory, to consider whether interactions with a female teacher and female peers in a high school engineering classroom decrease male students' gender/science, technology, engineering, and math stereotypical beliefs and whether this varies according to the initial strength of their stereotypical views. Analyses reveal that among male students who initially reject stereotypes of male superiority, more female peers in the classroom leads to a further decrease in their stereotypical views by the end of the year. In contrast, boys who held strong stereotypical beliefs became less stereotypical by the end of the course when they had a female teacher. Implications for future research and current educational reforms are discussed.