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Celiac disease is an auto-immune disorder that requires strict lifelong adherence to a gluten-free diet. I explore how a celiac diagnosis affects gendered feeding work within families.

This chapter is based on a grounded theory analysis of field research with five celiac support groups and 80 in-depth interviews. I interviewed 15 adult men and 56 adult women with celiac, plus nine additional family members.

Gendered care work norms place the onus of responsibility for gluten-free feeding work on women, multiplying time spent planning, shopping, and preparing meals. Women employ distinct gendered strategies to accommodate the gluten-free diet. Following a strategy of integration, women tailor family meals to meet other diagnosed family members’ dietary needs and the entire family’s taste preferences. However, when women themselves have celiac, they follow a pattern of deferential subordination, not allowing their own dietary needs to alter family meals. Thus, women continue to prepare family meals as a form of care for others, even when their medical needs justify putting themselves first.

Social support is a key determinant of compliance with necessary lifestyle and dietary changes in chronic illness. However, little research explores the gendered dynamics within families accounting for the link between social support and dietary compliance. I show how gendered care work norms benefit husbands and children with celiac, while simultaneously disadvantaging women with celiac.

This chapter explores the parental experiences of 21 mothers of young and/or adult children who have been diagnosed with developmental disabilities (DD). Specific attention is paid to mothers’ reflections on marginalization, stress, and resiliency. Intersectionality of marginalization was explored with a select number of participants who identified with minority racial groups, with the LGBTQ community, and/or as a single or young mother. Data were collected via semi-structured interviews and analyzed using the constant comparative method. Eighteen mothers reported experiencing elevated levels of stress specifically related to challenges associated with DD; the need for greater investments of time and money was emphasized. However, nearly every participant highlighted stories of resilience and acclimation to these challenges associated with raising a child with DD. Thirteen mothers overtly discussed experiences of discrimination and marginalization. Some of these scenarios included being stared at or criticized in public, being excluded from social events, and facing discrimination within school settings. Select participants from marginalized backgrounds (being as a young parent, or as Black, single, lesbian, bisexual, and/or transgender) provided insight into how layers of marginalization negatively impacted their parental experiences. These personal accounts provide additional evidence that mothers of children with DD experience courtesy stigma. In addition, they provide a holistic illustration of motherhood experiences that does not center on only negative or positive aspects. Finally, the reports of mothers who identified with multiple marginalized identities strengthen the call for additional empirical focus on intersectionality as it concerns mothers of children with DD.

Schooling in South Africa represents a history of gains and losses for sections of the society. The colonial, missionary, and apartheid political systems made schooling a weak instrument for mobility for the majority within society. Post-apartheid, although school reform has provided greater access to formal education, it continues to crystallize socioeconomic inequalities. A relatively small number of the previously disadvantaged receive education that facilitates economic and social mobility. The authors examine the new funding system and equity rhetoric that is employed to justify education access to different types of schools and argue that coupling the rhetoric of social transformation with the funding system for schools and thus class, continues the unequal historical education provision. School reform fails to compensate for the adverse effects of apartheid education and is largely reproductive rather than socially transformative. The conclusion is that unless South Africa overcomes the appeasing semantic trap in its policies, historical trends that make the constitutional ideal of equal rights unrealizable are likely to be entrenched.

Killing Eve (BBC 2018–2022) has been hailed as a feminist television show. Its cinematic production values call upon a history of espionage on screen, encompassing international intrigue and glamorised hyperviolent action sequences. Is this violent aesthetic a cathartic reference to newly visible feminist discourse or are we just being sold a new version of old fantasies?

In this chapter Killing Eve is examined in relation to a history of violent women spies on screen, from Emma Peel (The Avengers 1961–1969) to Sydney Bristow (Alias 2001–2006). While Villanelle (Jody Comer) appears to present an amoral account of postfeminist ‘empowerment’, Eve (Sandra Oh) carries echoes of second-wave feminist concerns with community, morality and ethics. With each season the differences between Villanelle and Eve unravel, raising questions about what constitutes ‘quality’ television and how that might intersect with old-fashioned ideas about women's liberation. While the show depicts each character as ‘liberated’ in some respects, they are both entangled in corporate nets which repeatedly put them in danger and pull them back into violence as a form of labour.

Simpson (2005) reported that although children with DD and autism can benefit from the use of AT, the potential for use of this medium by this population remains largely unexplored. According to Simpson, AT may be an effective intervention to address student needs in: (a) communication, (b) matching, (c) spelling, (d) problem solving, (e) alertness, (f) motivation and behavior, (g) task completion, and (h) self-help. In addition, AT may be effective with students with DD and autism because these students love playing with a computer due to the predictability of its activities (see Thorp, 2007). Furthermore, computers provide stimulating visual images that children with DD and autism crave.

This chapter provides an alternative conception of universities and the higher education systems in which they operate in an attempt to comprehend the ways in which such institutions and systems adapt and maintain themselves over time. Conceptually, it builds on complex systems theory, most notably critical insights from the study of complexity. We base our empirical analysis on developments across the European continent in the light of recent efforts to modernize university systems in the context of rising competition and pressures toward vertical and horizontal differentiation. We contrast two models of the university – strategic versus resilient – and critically reflect on the implications their differences have for the development of systems and universities and future research work in the area.

A social skill is similar to a skill found in a workplace that involves social interaction. The hallmark of a social skill is the smooth progression toward a goal. As with other workplace skills, social skills have both cognitive and behavioral components (Attwood, 2003). According to Webster's New World Dictionary (1986), a social skill is a “developmental tool used to interact and communicate with others to assist status in the social structure and other motivations” (p. 23). This means that social rules and social relations are created, communicated, and changed in verbal and nonverbal ways creating social complexity useful in identifying outsiders. The process of learning these skills is called socialization (Barry & Burlew, 2004). Specific examples of social skills may include initiating, responding, and keeping interactions going; greeting others and conversing on a variety of topics; giving and accepting compliments; taking turns and sharing; asking for help and helping others; and including others in activities (Wahlberg, Rotatori, Deisinger, & Burkhardt, 2003). Simply put, social skills are the behaviors we use to work and socialize with other people. As Walker, Todis, Holmes, and Horton (1988) pointed out, social skills are defined as social responses and skills that (a) allow one to initiate and maintain positive relationships with others, (b) contribute to peer acceptance and to a successful classroom adjustment, and (c) allow one to cope effectively and adaptively with the social environment.

This study examines liberal second-wave feminists’ writings about cooking. Most scholarship of liberal feminism has focused on the attempts to integrate women into previously male-dominated public spaces such as higher education, the professions, and political office. Less attention has been paid to how these feminists politicized feminized spaces such as the home. A longstanding tension between the housewife role and feminist identities has led many to theorize that feminists avoid or resent domestic tasks. However, I argue that some liberal feminists in the 1960s, 1970s, and 1980s suggested engaging with cooking in subversive ways that challenged patriarchal institutions and supported their political goals.

I analyze 148 articles about cooking in Ms. magazine between 1972 and 1985. I also analyze the copy and recipes within four community cookbooks published by liberal feminist organizations.

I find that liberal feminists suggested utilizing time- and labor-saving cooking methods, encouraged men to cook, and proposed that women make money from cooking. These three techniques challenged the traditional division of domestic labor, supported women’s involvement in the paid workplace, and increased women’s control of economic resources.

This study turns the opposition between feminism and feminized tasks on its head, showing that rather than avoiding cooking, some liberal feminists proposed ways of cooking that challenged patriarchal institutions. I show how subordinate populations can develop ways of subversively engaging with tasks that are typically seen as oppressive, using them in an attempt to advance their social position.