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On the occasion of the publication of the 20th volume of the Advances in Gender Research series, this chapter reviews the series goals and previous volumes and introduces the themes and chapters of the current one.

The chapter shows both continuity and change in approaches to theories, research methods, pedagogy, and praxis in gender studies.

Newer approaches, gender-centered, intersectional and global, offer a critique of older ways of gathering and understanding data, ways that respond to and are impacted by social change.

The chapter and the volume are intended to encourage further advances in gender research.

Even in the context of marginalization, agency as a feminist academic exists and, in some cases, the marginalization enables us to continue our feminist projects. This paper describes my experience as a marginalized feminist academic. It is based on fieldwork practice, academic training, and encounters as a professor at several universities in the United States, Russia, and Latin America. Currently, in the milieu of the USA Patriot Act, when academic freedom seems to be on the cutting block, we must, more than ever, continue to be grrrila fighters in order to continue our feminist projects and move feminist perspectives from the margins to the center.

With Volume 10, Gender and the Local/Global Nexus: Theory, Research and Action, a milestone has been reached in Advances in Gender Research. When we began to work on Volume 1 (Segal & Demos, 1996) of the series, we called for papers that advanced knowledge of gender theoretically, methodologically and in practice. That volume subtitled, “Theory, Methods and Praxis,” contains six papers exploring trans-genderism, love and gender stratification, gender issues among African Americans, women's liberation and strategies for social change. With the exception of one, each article focuses on advances in gender knowledge culturally relevant to North America.

In 2009, Lucha, a Mexican woman who had migrated to Chicago and worked at a candy factory described her work as ‘A slow assassination of your soul’. Her experience in the United States was transformative. The power she previously had as a community activist and college student in Mexico was eroded. Lucha's experience exemplifies a shift in her identity and how that changing identity fashioned the character of her economic activities. Race, ethnicity, and gender shift and change meaning through migration (Gilmartin, 2008, p. 1840) and shape ‘migrant women's multiple relations in the process of migration’ (Parreñas, 2009, p. 11). We are interested in the struggles, realities and contestations of immigrant women. We want to better understand how migrant women negotiate the dynamic intersections of race, gender and citizenship identities in new places in order to survive, prosper and exert influence in new places and economic environments. Based on indepth interviews with immigrant women in Chicago, Illinois, United States and in the Barcelona area of Spain, we demonstrate that issues of race, gender and citizenship influenced the kinds of jobs they obtained and the working conditions they experienced, as well as their ability to become accepted members of the community. In this chapter, we want to respond to the call made by Parreñas (2009) to contribute to the gender and migration literature by analysing structural gender inequalities beyond differences between men and women, and focusing on how gender inequalities are constructed as they intersect with other inequalities based on race and citizenship. The women we interviewed endured humiliation based on their intersecting identities at work; some questioned their belonging in their new countries while at the same time feeling that they did not belong in their home country, as other authors such as Parreñas (2001) have found. The challenge for planners and policymakers is to understand the intricacies of multiple identities across places and scales. Hearing their complex stories of work and perceptions of belonging in their country of origin and new country can help academics who are training future planners and professionals build more inclusive planning and policy theory and practice.

Meng-Hsuan Chou starts the anthology with Chapter 2, ‘EU Mobility Partnerships and Gender: Origin and Implications’. Here she shows how current EU regulations regarding migration came to be formed they way they are and how this development was motivated. She not only explores the circumstances under which European Union (EU) mobility partnerships were established, but also examines the effects in terms of migration flows. She raises the question of how the migration policies of the receiving states gender migratory flows, and also wonder whether instrument formulations are intentional or unintentional. While previous research has mostly examined these issues from the perspective of national migration policies, Chou finds that a supranational viewpoint still is missing, a gap in the literature she here aims to fill in. The EU migration instruments known as the ‘mobility partnerships’ are established by participating EU member states and certain third-world countries with the aim of facilitating circular migration. Chou approaches her questions through empirical analysis of three different data sets: (1) existing studies on the migration-development nexus, European migration policy co-operation and EU mobility partnerships; (2) publicly available reports and official EU documents and (3) position papers circulated amongst national delegates who prepared for, and defended their domestic positions at, the Tampere European Council summit. She suggests that the European governments rarely had ‘gender balance’ as priority when it came to border control. However, by definition and design, EU policies are meant to affect migratory flows. To discern how, it is necessary to look more closely at what happens in practice when member states implement the measures (e.g. from the EU level to the national/bilateral level).

Paul J. Bryan is currently employed with Bromley Communications, the largest U.S. advertising agency with a focus on the Hispanic consumer. He obtained his Bachelor's degree in Sociology and Political Science from the University of Texas at San Antonio in 1996, where he studied under Richard J. Harris and Juanita M. Firestone.

Nicky Busch has Ph.D. from the University of London. She is currently researching the in-home care and domestic sectors in the United Kingdom.

New educators may feel overwhelmed by the options available for engaging students through classroom participation. However, it may be helpful to recognize that participatory pedagogical systems often have constructivist roots. Adopting a constructivist perspective, our paper considers three meta-practices that encourage student participation: designing activities, leading others, and assessing peers. We explored the consequences of these meta-practices for important student outcomes, including content knowledge, engagement, self-efficacy, sense of community, and self-awareness. We found that different meta-practices were associated with different combinations of outcomes. This discovery demonstrates the benefit of studying meta- practices so as to reveal the nuanced effects that may arise from pedagogical choices. In addition, an understanding of meta-practices can help leadership educators to be more discerning and intentional in their course designs.

The following definitions and standards for food products have been adopted as a guide for the officials of this Department in enforcing the Food and Drugs Act. These are standards of identity and are not to be confused with standards of quality or grade; they are so framed as to exclude substances not mentioned in the definition and in each instance imply that the product is clean and sound. These definitions and standards include those published in S. R. A., F. D. 2, revision 4, and those adopted October 28, 1936.