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Whereas most societal commentators continue to review the historical patterns of men’s leadership in search of models for 21st-century success, few have begun to recognize, let alone appreciate, the equivalent patterns of women’s leadership and the future contributions that women could potentially make as leaders. What could and are women bringing to society as global leaders? Why at this moment in history is there such a marked increase in the number of women leaders? Are we entering an era in which both male and female leaders will shape history, both symbolically and in reality? And if so, will we discover that women, on average, lead in different ways than men, or will we learn that role (global leader) explains more than gender? This chapter reveals the accelerating trends of women joining men in senior leadership positions, establishes the relationship of women leaders to our overall understanding of global leadership, and sets forth an agenda to accomplish much needed research and understanding.

This paper explores four works of contemporary fiction to illuminate formal and informal regulation of sex. The paper’s co-authors frame analysis with the story of their creation of a transdisciplinary course, entitled “Regulating Sex: Historical and Cultural Encounters,” in which students mined literature for social critique, became immersed in the study of law and its limits, and developed increased sensitivity to power, its uses, and abuses. The paper demonstrates the value theoretically and pedagogically of third-wave feminisms, wild zones, and contact zones as analytic constructs and contends that including sex and sexualities in conversations transforms personal experience, education, society, and culture, including law.

Children experience toxic stress if there is pronounced activation of their stress-response systems, in situations in which they do not have stable caregiving. Due to their exposure to multiple poverty-related risks, African American children may be more susceptible to exposure to toxic stress. Toxic stress affects young children’s brain and neurophysiologic functioning, which leads to a wide range of deleterious health, developmental, and mental health outcomes. Given the benefits of early care and education (ECE) for African American young children, ECE may represent a compensating experience for this group of children, and promote their positive development.

This chapter will explore the links between coercive control and ‘rough sex’. The chapter will highlight how easily sexual behaviour within a coercively controlling relationship can be presented as consensual. The chapter will explain how coercive control is typically about compelling a partner to comply with traditional gender norms and this makes consent within such a relationship particularly difficult to assess. However, it will be argued that there should be a strong legal presumption that if a relationship is marked by coercive control that sexual behaviour within it is non-consensual. The chapter will also explore in what circumstances rough sex should be regarded as lawful.

For decades, special education has been plagued by shortages of fully qualified teachers. The No Child Left Behind Act (NCLB) was designed to address the problem of teacher shortage by easing entry and promoting alternative routes (ARs). However, the law was not specific to special education, and the logic on which it is based fits the special education context poorly. Nonetheless, ARs have proliferated in special education. In this chapter, we consider the impact of NCLB generally and AR preparation specifically on special education teacher (SET) shortages. We describe the population of SETs, review research on special education ARs, and consider the problem of diversifying the workforce. We also review research on teacher attrition and policies designed to reduce it.