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During the last three decades or so, the introduction of gender studies into higher education in Romania as a field of teaching and research has proved to be a very uneven and sometimes precarious process. The notion of gender has not been properly integrated into scholarly research, and women’s and gender studies have therefore been seen as an appendix to mainstream research in the humanities and the social sciences. This chapter aims at providing a meaningful picture of how gender studies have become part of the higher education system in Romania, what challenges have been met on the way and what future gender studies have in the education landscape. It also provides a comprehensive overview of the significance and importance of the TARGET project for the implementation of the first gender equality plan in the Romanian higher education system.

Who really teaches student teachers how to teach? Utilizing a sociology of childhood and youth theoretical framework and a descriptive phenomenology design and method, this study sought to ask children and youth about their experiences as the student teachers placed in their classroom developed classroom management skills. This study utilized questions, observations, drawings, and focus groups to address the research question: “How do children and youth in the classroom impact the experience of classroom management for student teachers?” The goal of the study was not to find instances where children or youth in the classroom assisted or negated the development of classroom management but instead, to observe if this occurred and if it did, how it occurred. In asking this question, this study extends beyond the existing literature and considers the role of children and youth in the development of classroom management for student teachers.

Key findings indicate that children and youth attempt to communicate their classroom management needs with their student teachers verbally, physically, and behaviorally. Through observations, a model emerged of behavior demonstrating increased student engagement or lack of engagement. During focus groups, participants elucidated the thoughts and or feelings behind their classroom behavior. Although drawings were collected during focus groups, this study would have benefited from more discussion with children regarding their drawings.

Parents of children with intellectual and developmental disabilities are frequently given news that is difficult to hear and can be very traumatic. Whether receiving an initial diagnosis for their baby or learning about guardianship options for their adult child, emotional reactions almost always occur, especially because of the interdependent relationship they have with their child. These emotions likely impact the meaning parents give to information and decisions they make for their children throughout their lives. Medical, education, and other support providers sometimes assume parents can objectively receive information that frequently is communicated in a technical and clinical way. They may not give parents the time to emotionally process what they have learned, limiting their ability to care for their child. This chapter presents the results from a series of focus groups with 21 parents of children with intellectual and developmental disabilities of varying ages. The participants discussed their emotional reactions to information communicated to them about medical, educational and social concerns related to their children. In addition, they discussed how emotions impacted their information processing and sensemaking as they gave meaning to what they learned. Analysis of the results identified eight emotion-based information processing and sensemaking themes that are described in detail. The discussion section provides an enhanced explanation for emotion's role in parental information processing and sensemaking. In addition, recommendations for providers communicating emotional information to parents are provided.