Purpose: This paper aims to present a conceptual model that identifies and relates the different approaches and thematic areas in the research area of tourism and gender.Design/methodology/approach: The design of the conceptual model is based on a critical review of the literature and the evolution of feminist paradigms and theories.Findings: The aforementioned theoretical frameworks are the basis for the further development of feminist studies and a gender perspective in the tourism industry research area, including research design, objectives, methodologies, analysis and result’s presentation.Research limitations/implications: Based on literature review, is theoretical.Originality/value: Presentation of a conceptual model around the gender perspective in tourism, that leads to the identification of important research opportunities in this area.

Education is imperative to driving sustainability and gender equity. Moreover, it is extremely important to develop initiatives in sustainable leadership education for women in order for them to acquire skills and competencies in leadership and to improve their self-perception of their capabilities. The purpose of this study was to assess a Women’s Leadership Program for university students. The sample consisted of 50 students enrolled in the program. A mixed-method approach was applied. Quantitative methods with a survey were conducted to evaluate the training and attainment of leadership skills. In the data analysis, a descriptive statistics variance analysis, using a Welch statistic and T2 Dunnett test, was applied. Qualitative research methods were conducted through three focus groups to evaluate changes in their perceptions of themselves and their self-confidence. The results suggest that the female students in the program obtained a level of leadership knowledge with practical tools for their future. The program inspired them and confirmed changes in their self-confidence and view of their personal capacities, including reflection on facing challenges in the work environment. The findings support the effectiveness of specific education in breaking two barriers, identified in the literature, for women in managerial positions: lack of training and self-confidence.