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Ladders and Escalators: Examining Advancement Obstacles for Women in Instructional Design. (2021)
The Journal of Applied
Instructional Design, 10(2). 
https://dx.doi.org/10.51869/102/jb

Researchers identify the “glass escalator” effect in instructional design, showing men in this female-dominated field often advance faster and take on wider roles.

This phenomenon underscores a critical research gap in instructional design, emphasizing the necessity to explore how gender dynamics influence professional trajectories in fields predominantly occupied by women.