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Murder is overwhelmingly a male affair (UNODC Global Study on Homicide, 2019). So, when women kill, their crimes gain a lot of attention and even more hysteria in both courts and media. This chapter will analyse the cases of Sally Challen, Belinda van Krevel and Maxine Carr to show that portrayals of women who are involved in killing exist on a continuum, from abused victims to those simply ‘born evil’ to the incomprehension of those whose crimes render them outside society altogether; or in simple terms, from sad, to bad, to mad. In all cases, the agency of the women is presented as incomplete or impossible, indicating our inability in heteropatriarchy to acknowledge that women are as capable as men of exhibiting the full spectrum of human behaviour. Denying agency, particularly to violent women, allows Western societies to avoid having to face and thus, attempt to understand, the female capacity for aggression.

Ageism refers to the systematic, cultural devaluation of agedness and concomitant discrimination against older adults that is endemic to Western industrialised societies. Age-based discrimination is expressed through the numerous, taken-for-granted, negative stereotypes that equate oldness with frailty, senility, asexuality, obsolescence and loss of attractiveness. It is also evident in the institutional policies and everyday practices that both subtly and overtly exclude older adults from full and meaningful access to resources and opportunities in various organisational settings, including the workplace. This chapter explores the ways that ageism shapes and constrains the experiences and prospects of older workers as they endeavour to obtain or retain employment and/or access to training and promotions. I will discuss how age-based stereotypes and discrimination are gendered, resulting in differential impacts on older men and women seeking employment or those who are currently employed. I will further consider how the older body more generally and appearance in particular are the focal points of ageist assumptions, norms and practices in the workplace. I will conclude by reflecting on the implications and outcomes of age-based exclusion and discrimination on the lives of older male and female employees.

Many psychological, cultural, and social barriers exist that impact Black male participation in the workforce. In this chapter, authors discuss the impact that mentorship, racism, society, culture, economics, and other pertinent factors have on the career development of Black men. This chapter examines programs and strategies that effectively address the career development needs of Black men. A review of counseling interventions and their applicability to career counseling with Black men are presented. Emerging trends in career development for Black men are also discussed. In addition, provided in this chapter are personal narratives given by the authors who contextualize their career development experiences through culturally-specific career development theoretical frameworks. Lastly, implications for research, counseling, counselor education, and policy, as well as recommendations for professional development are offered.

This chapter focuses on two aspects of the achievement gap – underachievement and low achievement among Black males in urban school contexts. More specifically, the authors explain several problems/issues confronting Black male students in P-12 gifted and talented, advanced placement, and special education programs, along with the school-to-prison pipeline – inequitable discipline in the form of suspensions and expulsions. We parse underrepresentation and overrepresentation for this student group. A central part of this discussion is grounded in the achievement gap literature on Black students in general with implications for Black males in particular. Another fundamental aspect of this discussion is the need for educators to adopt an anti-racist (social justice or civil rights) and cultural competence approach to their work, which means being equity-based and culturally responsive in philosophy and action. Suggestions for closing the achievement gap and otherwise improving the achievement of Black males are provided for educators. We also compel educators to go beyond talking about equity by setting quantifiable equity goals for minimum and maximum percentages (and numbers).

Governments in Southeast Asia have introduced and enforced harsh legal measures to stem the spread of COVID-19. These measures are disproportionate to the crisis and disregard fundamental human rights. Against this backdrop, public trust in government among Southeast Asians nevertheless remains relatively high – paradoxically, people living in authoritarian regimes tend to trust their governments more compared to people living in democratic regimes. The chapter examines the impacts that anti-COVID-19 legal measures have left on the protection of human rights and the seemingly paradoxical divorce between public trust and the diminished respect for fundamental human rights. Based on this examination, this chapter also proposes elements that any global treaty for future pandemic response must include in order to ensure the protection of human rights.

This study examined changes in work precarity (i.e., job insecurity and income insecurity) and involuntary job loss following the start of the Great Recession in 2007 among people with and without disabilities. Using five waves of nationally representative data from the Americans' Changing Lives (ACL) panel study, the findings demonstrated that people with disabilities who had early experiences of income insecurity were more likely to experience later income insecurity than people without disabilities. Those who had a functional disability and experienced job insecurity and income insecurity at W1, in 1986, were also significantly more likely to experience involuntary job loss following the start of the Great Recession. These findings highlight the disproportionate impact of early work precarity for people with disabilities and are discussed as an application of the life-course concept of cumulative disadvantage.

According to national surveys, every year approximately 20% of school-age students report bullying victimization. The risk of victimization is even higher for students with disabilities, particularly those whose disabilities are characterized by social–emotional or behavioral traits. To address public concern over bullying, states passed anti-bullying laws and schools implemented bullying prevention programs, with little effect on the frequency of bullying. Consequently, parents of students with disabilities increasingly filed lawsuits to address the harm caused by bullying. Previous research established an increasing trajectory for the frequency of these lawsuits, although the outcomes remained largely favorable to the district defendants. To determine whether these trends continue, this study examined bullying-related court decisions over a 2.5 year period to determine the frequency of cases and claim basis rulings, the representation of disability categories among student plaintiffs, and the outcomes distribution for the claim rulings and cases. The findings noted a continued increasing trajectory for the frequency of cases with an overrepresentation of plaintiffs with ADHD, mental health diagnoses, and autism. Most commonly cited legal bases were Section 504/ADA and negligence, with the overall outcomes distribution more parent plaintiff-favorable than the previous research. To prevent potential liability, educators should strengthen efforts to both comply with reporting and investigation requirements as well as establishing a school culture that accepts differences among students.

Women leaders are critically underrepresented in academic leadership, and the leadership of diverse groups of women has been profoundly undervalued. Women of color leaders within higher education face a double bind of racial and gender disparity and biases within the education workforce and their institutions. This chapter situates leadership in the education workforce and the process of women of color becoming leaders within an understanding of intersecting social identities and intersectionality. At all levels of higher education, women of color, particularly Black women, have increased over time and present an opportunity to understand how their intersecting identities, feminist standpoint, and collective community contribute to increased racial diversity, gender diversity, and inclusive workplaces.