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The horror genre is and always has been populated by women, who can be seen to be at once both objectified and empowered. Building off the preexisting gender hierarchies and dynamics embedded in the history of horror cinema, this chapter looks at a number of New French Extremity films that assault audiences with unrelenting scenes of violence, torture and self-mutilation, which are performed almost exclusively upon or by women. Although the films of the New French Extremity have been dismissed as exploitative in their representations of wounded and suffering female bodies, their narratives also offer internal criticisms of the misogynistic portals of victimhood that are prevalent in the genre. Through a close analysis of the films Inside (Bustillo & Maury, 2007) (French title: À L’intérieur) and Martyrs (Laugier, 2008), this chapter will examine how both films deviate from the male monster/female victim dichotomy. Although the women of these films may start off vulnerable, they take charge of their situations, while also compacting the nature of feminine identity.

Anna Julia Cooper and Septima Poinsette Clark were two prominent late 19th- and early 20th-century educators. Cooper and Clark taught African American students in federally sanctioned, segregated schools in the South. Drawing on womanist thought as a theoretical lens, this chapter argues that Cooper and Clark’s intellectual thoughts on race, racism, education, and pedagogy informed their teaching practices. Influenced by their socio-cultural, historical, familial, and education, they implemented antioppressionist pedagogical practices as a way to empower their students and address the educational inequalities their students were subjected to in a highly racialized, violent, and repressive social order. Historical African American women educators’ social critiques on race and racism are rarely examined, particularly as they pertain to how their critiques influence their teaching practices. Cooper and Clark’s critiques about race and racism are pertinent to the story of education and racial empowerment during the Jim Crow era.

Williams was a black feminist pragmatist who contributed to and drew on the ideas and practices of the “Hull-House school of race relations” (HHSRR). This American theory unites liberal values and a belief in a rational public with a co-operative, nurturing, and liberating model of the self, the other, and the community, based on the historical ideas and commitments of abolitionists and Abraham Lincoln. Education and democracy are emphasized as significant mechanisms to organize and improve society, especially the relations between black and white people. This school had a distinct institutional influence, structure, and status (Deegan, 2002b). As an African American women who wrote and spoke using feminist pragmatism as it applied to the black experience viewed from her lived standpoint, she developed black feminist pragmatism (Deegan, 2002a). I concentrate here on her writings on biculturalism, especially her (Williams, 1907) essay on the perils of “a White Negro.” She wrote about this anomalous racial category in a number of other pieces that I also analyze here.

At the nexus of mindfulness and parenting lies the fusion of two influential yet contradictory epistemologies, the Eastern contemplative practices with the Western parenting research. Mindful parenting is a parenting style, which has grown in popularity in recent times to support parents during pregnancy, birth and beyond. The current study is the third stage of a mixed methods study on mindful parenting. The first stage of the study design conducted a systematic review of mindful parenting. The second stage summarized the change processes identified in the systematic review. The aim of this pilot study is to clarify four clinicians’ perceptions of cognitive change processes associated with mindful parenting, particularly how theory is translated to practice. Interpretative Phenomenological Analysis (IPA) was used to analyze semi-structured interviews. The six higher-order change processes were conceptualized as an anchor. Cognitive processes included intention, attention, attitude, and reflective functioning. Given its methodological limitations, the next future work needs is to survey a large sample of both clinicians and parents to verify the model. This paper makes an important contribution to the development of a more comprehensive theoretical model of mindful parenting.

Of all the major, global professional sports where women have made inroads, striving toward equality in terms of status, earnings and media attention, tennis stands at the forefront. This chapter traces this historical development, outlining the sport's earliest socio-cultural features that afforded the inclusion of female players and charting the progress of notable women who thrust tennis into the limelight and turned themselves into commodities – the essence of professionalisation. Suzanne Lenglen blazed the trail by becoming, in 1926, the principal attraction in the sport's inaugural professional tour. Female players were encouraged to cast aside the shackles of restrained femininity and chart their own courses in a sport still dominated by men and played according to male standards. The rise of ‘Open Tennis’ in 1968 removed the playing restrictions and stigma of professionalism, but by opening up to the male-dominated corporate world, unsurprisingly it was the male players who initially competed for the lion's share of new money. Billie Jean King's efforts to galvanise her fellow female professionals to compete on a rogue tour sponsored by Virginia Slims left them ousted by the sport's main officials, but the tour's commercial success propelled them toward equality in terms of prize money and status. Still more or less a white, middle-class-dominated pursuit, the arrival of Venus and Serena Williams in the late 1990s turned tennis toward new markets, and the sport's significance for women remains apparent in the fact that its leading players are the most recognisable and well-paid of all professional female athletes.

This research provides accounting-ethics authors and administrators with a benchmark for accounting-ethics research. While Bernardi and Bean (2010) considered publications in business-ethics and accounting’s top-40 journals this study considers research in eight accounting-ethics and public-interest journals, as well as, 34 business-ethics journals. We analyzed the contents of our 42 journals for the 25-year period between 1991 through 2015. This research documents the continued growth (Bernardi & Bean, 2007) of accounting-ethics research in both accounting-ethics and business-ethics journals. We provide data on the top-10 ethics authors in each doctoral year group, the top-50 ethics authors over the most recent 10, 20, and 25 years, and a distribution among ethics scholars for these periods. For the 25-year timeframe, our data indicate that only 665 (274) of the 5,125 accounting PhDs/DBAs (13.0% and 5.4% respectively) in Canada and the United States had authored or co-authored one (more than one) ethics article.

Analyses focusing on the intersecting forces of race, class, and gender have been around much longer than theorists in the traditions of social science and the humanities have acknowledged. As early as the 19th century, Sojourner Truth and Anna Julia Cooper began to voice many of the sentiments that continue to shape the discourse around race, gender, and class that is occurring in this new millennium. They anticipated today's debate over the inadequacy of reliance on single categories of race, gender, or even class, to capture the complexities of lived experience (Lemert & Bahn, 1998; Painter, 1990). Their awareness of the importance of the intersection between race, gender, and class made their spoken perspectives on gender inequality unique at a time when the “cult of true womanhood” reigned supreme. Despite this fact, much of the literature utilizing this intersectional framework of analysis emerged just after the Civil Rights and Women's Liberation movements of the 1960s. Memorable pioneers of this paradigm of analysis are Angela Davis’ Women, Race & Class (1981), Audre Lorde's Sister-Outsider (1984), and Paula Giddings’ When and Where I Enter (1984). These crucial texts and speeches call for us to be mindful of the intersections of experience that are instrumental in the formation and maintenance of families and that are so often ignored in discursive theory and research, which treats race, gender, and class, sexuality, etc. as mutually exclusive social forces.