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Gender-based abuses (GBAs; more frequently referred to as ‘violence against women’) have been a concern of current day feminists and their predecessors, dating back centuries, but only came under broader scrutiny in the latter half of the twentieth century. The goal of this chapter is to provide a historical overview of the emergence of feminist concerns and activism that led to a largely global identification and recognition of the prevalence and ramifications of GBA. The chapter includes a range of GBAs, such as sexual harassment, stalking, sex trafficking, and forced marriage, but focusses primarily on intimate partner abuse and rape. It is beyond the scope of one chapter, or even one book, to adequately address the efforts to respond to GBA across the world. Instead, the authors hope to describe the work by feminist activists and scholars to identify GBA as a serious and prevalent social problem, the various and often overlapping types of GBA, and the work to design and implement a range of responses to deter GBA, advocate for GBA survivors, hold gender-based abusers accountable, and provide safer communities. In addition to the early attempts to assess and respond to GBA, this chapter covers some of the most original and innovative documentations and responses to GBA from across the globe.

Black death on a loop online through the click economy brings to bear the mimetic violence associated with Blackness. The idea of consuming Black death as a repeat event highlights the visceral economy of online consumption practices in which Black death is shared and passed on as viral content. The foreshadowing of the Black body and Black death is both banalized and commodified as content for instant gratification spread via algorithms, tagging, likes and newsfeeds. The distributive popular economy online and the offering of Black death through a click economy redrafts Blackness through its historic fungibility of slavery and White oppression, and equally ‘virtuality’ in which both its hyper-visibility and invisibility assemble it through new modalities of violence whilst invoking new spaces to commune, grieve and experience collective grief for these demised bodies. Blackness is made perceptible through its liminality and denial of its corporeality such that both social death and mortal death are ascribed to it. This chapter agitates against the futility of Black death by its quest to read Black humanism online as a moment of empowerment and emancipation to reclaim Blackness and to defy its formlessness in the digital economy as the new graveyard of its spiritual resurrection.

Couched within the author’s memories and correspondence with Kathy Charmaz, this chapter considers the philosophical nature of Constructivist, or Charmazian Grounded Theory, and contrasts it with the philosophical underpinnings of Critical Grounded Theory. Using an autopoietic framework, this chapter sees Charmazian and Critical Grounded Theory as interconnected, complementary, but distinct in the way they each approach research participants and interpret social processes. The chapter ends with reflections on Kathy Charmaz's contribution to critical grounded theory and where she had hoped the next generation of grounded theorists might expand the methodology.

The history of the African American woman in the United States can be described as a struggle for survival and identity within a tripartite of oppression that includes racism, classism, and sexism [Hudson-Weems, C. (1989). The tripartite plight of African American women as reflected in the novels of Hurston and Walker. Journal of Black Studies, 20, 192–207.]. In spite of these challenges, African American women have always considered education an important investment in the future [Gregory, S. T. (1995). Black women in the academy. New York, NY: University Press of American, Inc.)], and despite gender and racial stereotyping that have limited educational opportunities African American females have been inspired to become educators (McFarlin, Crittenden, & Ebbers, 1999). Although African American women are underrepresented in higher educational leadership roles (Ross & Green, 2000; Waring, 2003), little research exploring the development of women leaders in academia, as well of that of existing university presidents, is available (Madsen, 2007). The purpose of this chapter is to explore the career paths of African American university women presidents. This research has important implications to strengthen opportunities to attain these important leadership roles in higher education institutions.

The burgeoning practice of peer-to-peer breastmilk sharing in the United States conflicts with public health concerns about the safety of the milk. In-depth interviews with 58 breastmilk sharers highlight the ways in which these respondents counter widespread risk narratives. These caregivers deploy existing social values such as self-reliance, good citizenship, and “crunchy,” or natural, mothering to validate their milk-sharing practices. However, because of stratified reproduction, in which society encourages White motherhood while it disparages motherhood among poor women and women of color, these discourses are more accessible to milk sharers who are White and from middle-class. Black and Latinx milk donors and recipients offer additional rationale for milk sharing that includes reclaiming their legacies as worthy mothers and elevating milk sharing to justice work. In rejecting and reframing risk, all of these milk sharers work toward flattening the good mother/bad mother binary.

Purpose – Latino and African-American children and families in Washington, DC, face difficult circumstances, including high poverty, crime, and teenage pregnancy rates coupled with lower educational attainment. This chapter describes empirically supported approaches to positive development within and between the Latino and African-American communities, highlighting those utilized by CentroNía, a community-based, multicultural learning community in Washington, DC.

Approach – Community psychology promotes strength-focused, evidence-based practices shown to enrich child, family, neighborhood, and societal development among disenfranchised groups. This community psychology framework is used to examine CentroNía's work in support of the Latino and African-American communities of Washington, DC.

Findings – CentroNía espouses many of the tenets of community psychology. Its systematic efforts include the promotion of cultural unity and development, preventive interventions in early childhood and during the after-school hours, and context-enhancing practices at the family, school, and city levels.

Social implications – As the neighborhood of Columbia Heights becomes gentrified and the cost of living increases, Latino and African-American families find it increasingly difficult to remain in the community they have established together over the past 25 years. The consequences for low-income children, youth, and families, along with the evolution of CentroNía in this rapidly changing context, are discussed.

Malik Aleem Ahmed is a Ph.D. candidate in the Values and Technology Department (Section of Philosophy) and Infrastructure Systems & Services Department (Section of Information and Communication) at Faculty of Technology, Policy, and Management at the Delft University of Technology in the Netherlands. He has earned a masters degree in Business Administration with specialization in Information Technology Management from Pakistan. His areas of research interests are ICT and Ethics, ICT for Governance in developing countries. His Ph.D. research concerns the usage of ICT for better Governance in developing countries. The main emphasis of the research is on the public sector institutional strengthening with the help of ICT in the developing countries and the effect of intercultural variations of values. He has worked in different capacities in the field of Information and Communication Technology for seven years in Pakistan. His last job was in the capacity of “IT Advisor” for a USAID sponsored project (Pakistan Legislative Strengthening Project) in Pakistan. He has also been involved in the field of teaching at University level. He is also serving as the webmaster of this 3TU.Centre for Ethics and Technology website.