The influence of family, school, church, and peers mold us into who we are for a life time. This essay will discuss the coming of age (problems of youth) as depicted in Willa Cather’s (1905) Paul’s Case and J.K. Rowling’s (1998) Harry Potter and The Chamber of Secrets. Paul’s and Harry Potter’s transition from childhood into adolescence will be examined. The influence that social forces have on the coming of age, including family, school, church, and peers, will become evident as Paul and Potter transition into very different adolescents.
Set in the early years of the 20th Century in Pittsburgh, Willa Cather portrays Paul as an introvert, homosexual school boy. As such, Cather illustrates the social forces that fail to support and protect Paul’s vulnerability, including his single-parent household, his educational system, his church, and his peers. These pillars of society express no empathy or sympathy for Paul’s unrest. Paul’s loss of his mother, a primary caregiver, leads to his absence of attachment to his motherly figure. Paul’s school teachers and principal refuse to accommodate his differences, and instead, suspend him for his misdemeanors. Paul’s religious institution refuses to accept homosexuals. Paul’s religious institution also fails to approach and support Paul as a vulnerable individual. Paul’s acquaintances, who are narrow minded, cannot accept Paul for who he is and ultimately mistreat him. Because of this unacceptance by society, Paul did not experience a sense of belonging; rather, he felt excluded. Paul is thus confused about his identity which contributes to his eventual suicide.
In contrast, Harry Potter leads a much better and flourishing life. J.K. Rowling draws on the successful story of a wizard as influenced by positive role models, his skills in witchcraft and wizardry from Hogwarts, and his peers. Harry Potter loses both of his parents and spends his childhood in his aunt’s household. Like Paul, Potter went through similar childhood experiences, as he did not have a primary caregiver whom he could attach to. However, Potter had the opportunity to go to Hogwarts wherein he had great role models and peers, including Headmaster Dumbledore, Professor McGonagall and Hagrid. Thus, school was a positive experience for Potter, and it symbolizes hope compared to Paul. Potter was born a gifted wizard and spent his life believing in magic. Unlike Paul, Potter had a sense of belonging within the wizardry world. Potter also had supporting peers whereas Paul did not have peers to look up to. Although Potter did not have a family to care for him, his social forces had a positive influence on his life.
According to psychologist Erik Erikson, a lifespan model of development from infancy to adulthood consists of eight stages. Erikson suggests that the first five stages, between birth and twelve years of age, are critical for a child’s attachment, trust, autonomy, and initiative to properly develop towards his/her caregiver (Erikson, 1986).Erikson puts a great deal of emphasis on the adolescent period, between twelve and eighteen years of age, concluding that it is a crucial stage for developing personality, identity, and role confusion in society (Erikson, 1986). Erikson’s theory applies to Paul’s early childhood since he lost his mother when he was a few months old and thus lost a primary caregiver. Consequently, in not experiencing the love or care from a motherly figure, he becomes detached from the world around him. To make matters worse, Cather portrays an unhealthy relationship between Paul and his father wherein Paul was never close to his father nor showed any respect for him. Due to a lack of communication between the two, Paul’s father had very little understanding of or sympathy for Paul’s anxiety. Cather also implies this lack of understanding as the result of a generational gap between the two. Overall, Paul did not develop a sense of belonging, thus becoming confused of his role in society. He did not develop a positive sense of identity because his school did not support him, his father scolded him, his friends teased him, and the church did not condone his different beliefs.
Potter also grew up without primary caregivers and thus did not have the motherly or fatherly figures necessary for attachment. Potter’s aunt and uncle did not care for him like a son, and so, Potter does not properly develop attachment or trust. That being said, Potter grows into adolescence differently due to his role models and peers. At Hogwarts, Potter meets his life-long mentors including Headmaster Dumbledore, Professor McGonagall and Hagrid whom he looks up to as role models providing him with positive guidance and care. In essence, for Potter, Hogwarts is much more than a school as it symbolizes a sense of belonging in his quest to fit in. Therefore, it is clearly evident how important the school and education system is for Potter’s transition into adolescence.
Paul’s sisters’ dull and boring personalities further alienated him from his immediate family. A family is a social and/or biological system made up of a set of people related by blood or intention (Bloch, 1984). In other words, a family is a whole made up of interacting parts. You cannot add these parts together and get a total system – the system is more than the sum of its parts (Bloch, 1984). Therefore, when one member of a family is missing, as is Paul’s mother, the system becomes dysfunctional. If Paul had caregivers that loved him as a child, he would have become a different person. Potter experiences tragedy with the death of both his parents; therefore, his family system becomes dysfunctional in a similar way that Paul’s had. Potter’s uncle Dursley, who is a father figure, also mistreated him and continuously scolded him. As such, Potter’s childhood home was not characteristic of positive interaction thereby affecting the family system as a whole.
The ancient Roman poet Virgil reminds us, “As the twig is bent the tree inclines” (Evans, 1947, p.321).This quote is about children and how they are raised. The significance of this quote is that if children are raised correctly, they will do well in their society as they grow into adolescence. If they are allowed to misbehave from the beginning, it will become much harder to correct their behavior later in life. Paul’s life fits right into this notion because as a boy Paul internalized his obsessions for Opera music and art, and as a result, Paul longed for a luxurious life. Paul did not have any interest in his school; moreover, the education system failed to accommodate Paul’s artistic and vulnerable personality, responding with punishment. Paul also did not like his middle-class life and went to symphony halls and art galleries on a regular basis to escape the reality of his “mundane” life (Cather, 1905). Paul’s early misbehavior at school leads to a series of misbehavior later in life which could not be corrected. On the other hand, Potter’s opportunity to attend Hogwarts and his innate and masterful wizardry skills nurtured him into a completely different adolescent. He was guided and instructed by his school and mentors, and although he was scolded by his uncle, he was always obedient. Therefore, Potter did not misbehave and grew into a model citizen.
As Cather (1905) portrays, the red carnation that Paul wears is a symbol of homosexuality. The church that Paul attends, however, does not condone homosexuality. Paul is not able to tell his father or friends of his homosexuality, instead he buries it inside. Paul secretly spends his time with Charley Edwards, who is also gay as indicated through his attire and acting career (Cather, 1905).On the other hand, for Potter, Hogwarts replaces and symbolizes the church. Potter cannot live without Hogwarts because that is where he feels a sense of belonging. Although Dobby warns Potter that his life is in danger at Hogwarts, Potter still returns to his place of hope.
Paul took his own life because he did not want to return to his mundane and boring lifestyle. Paul did not want to face his father whom he did not feel attached to. Paul’s inner circle of family, church and school have a discontentment toward his sensitive, artistic, and vulnerable personality, and as such, they would alienate him more if he had returned. Lastly, Paul failed to accomplish the American dream. Alternatively, in defeating the evil at Hogwarts, Potter became a hero. Potter was very brave in this venture, and more importantly, it was his choice to do so. With nurturing role models, Potter had morals and a sense of belonging wherein he internalized these positive influences which ultimately molded him into a successful wizard. Overall, the coming of age is crucial for one’s development into successful adolescence.
- Bloch, Donald A. “The family as a psychosocial system.” Family Systems Medicine 2.4 (1984): 387-396. Web. 28 Mar. 2016. Retrieved from http://dx.doi.org/10.1037/h0091676
- Cather, Willa. “Paul’s Case – A study in Temperament.” Fiction 100- An Anthology of Short Fiction. Ed. James H. Pickering. Boston: Pearson Education Inc, 2012. 195-209. Print.
- Erikson, E. H. Identity: Youth and crisis. New York: Norton. (1986). Print.
- Evans, William Arthur. Basic principles of child “conditioning”: “as the twig is bent the tree’s inclined”. Dallas, Texas. Institute of Human Technology, Inc. (1947). Print
- Rowling, J.K. Harry Potter and the Chamber of Secrets. London: Bloomsbury. (1998). Print.
Women ‘far from having an equal voice to men’- UN Study
The COVID-19 pandemic is “interrupting efforts” to achieve gender equality and threatening to “reverse hard-won gains” over the past decades, a senior UN official said on Tuesday.
Introducing the 2020 edition of The World’s Women: Trends and Statistics, Liu Zhenmin, chief of the UN’s economic and social affairs department (DESA), said that over the last two decades, “attitudes of discrimination are slowly changing” and women’s lives have improved with regard to education, early marriage, childbearing and maternal mortality, all while progress has stagnated in other areas.
“Women are far from having an equal voice to men”, spelled out the DESA chief. “And, in every region of the world, women are still subjected to various forms of violence and harmful practices”.
Beijing still pending
Overall, progress continues to fall far short of what Member States committed themselves to, at the 1995 Fourth World Conference on Women.
“Twenty-five years since the adoption of the Beijing Declaration and Platform for Action, progress towards equal power and equal rights for women remains elusive”, said UN Secretary-General António Guterres.
“No country has achieved gender equality”.
To effectively measure progress in that regard, reliable, timely and disaggregated, data are critically needed and closing data gaps requires regular collection and use of gender statistics.
Pushing a boulder uphill
Mr. Liu pointed out that while the coronavirus pandemic is having “devastating social and economic impacts” across the world, women are fighting “on the front lines…in healthcare settings, in home care, in the family and in the public sphere”.
With less internet access, particularly in developing regions, women also face difficulties maintaining valuable personal connections and carrying on day-to-day activities during lockdowns.
“Many may also have been trapped in unsafe environments…and at risk of experiencing intimate partner violence”, Mr. Liu stated.
Moreover, he pointed out that women face reduced access to sexual and reproductive health services; and need more time to care for the elderly, sick and children, including home-based education; adding that they are also at higher risk of infection than men in the workplace.
Glass ceiling intact
In terms of power and decision making, World’s Women 2020 revealed that last year, women held only 28 per cent of managerial positions globally – almost the same proportion as in 1995.
And only 18 per cent of enterprises surveyed had a female Chief Executive Officer in 2020.
Among Fortune 500 corporate rankings, only 7.4 per cent, or 37 CEOs, were women.
In political life, while women’s representation in parliaments worldwide has more than doubled globally, it has yet to cross the 25 per cent barrier of seats and although representation among cabinet ministers has quadrupled over the last 25 years, it remains at 22 per cent, well below parity.
Call to action
Mr. Liu called on all countries to “accelerate efforts” in empowering women and girls, towards improving data gaps in covering key gender topics.
“Timeliness and comparability of data over time and across countries, need to be improved, and data disaggregation and dissemination by age, sex, location and other key variables, need to become a priority in order to fully measure and address intersecting inequalities, respond to crises, and ensure gender equality by 2030”, he upheld.
Of Here and Now: Pandemic and Society in 2020
After a century, the world population faced a new pandemic that fast spread globally, affecting individuals both physically and mentally. Covid-19 started in late 2019 in Asia, spreading so fast that despite the global connectivity and highly sophisticated information technology and communication systems, the interconnected society of the 21st century was incapable to fast react in order to avoid contagion and prevent the worst. Gradually, the pandemic is making a tour around the globe contaminating citizens even in rural communities from all continents. Worldwide, there have been 32 million confirmed cases with over 1 million deaths during the first 9 months of this year.
From this universal pandemic we learned that the interdependent globalized world of 2020 is connected but not synchronized – or as earlier in crisis, prof. Anis H. Bajrektarevic well-noted ‘world on autopilot’. All scientific, technological and digital knowledge accumulated over centuries remains inept to protect our civilization from an invisible virus that, ironically, can be eliminated with just soap and water. Obviously, the magnitude and the economic, social and cultural impact of this pandemic took humanity by surprise.
Society was already undergoing a deep process of transformation on all fronts. Debates were focused on the fragility of democracy, climate change and sustainability, inequality and inclusion, gender and race, social media and fake news, virtual payments and crypto currencies, artificial intelligence and blockchain. Science, knowledge and technology were advancing at a fast rate in all fieldsincluding genetics, neuroscience and biotechnology. Nevertheless, health-care was not a top priority for public investments or national budgets. Yet, with the eruption of the pandemic, priorities had to be immediately revisited. A human-centred and inclusive approach became imperative in every corner of the planet. Incontestably, the 2020s is bringing irreversible disruptions.
Lockdown measures and social isolation deprived individuals of free movements, restricting social gatherings and citizen’s mobility. The home-office dismantled solid organizational structures of daily work conviviality. Closure of schools prevented children from accessing formal in-person education, creating a childcare crisis for working parents. Crowded metropolis became empty urban centres, no shopping, no restaurants and no city life. Cultural festivities and spaces such as theatres, cinemas, and museums had their activities suspended leaving artists, cultural and creative professionals as well as street-vendors out of jobs. Parks and sportive centres became inactive and international tourism ceased.
Conversely, family life became the heart of social order. Parents that were extremely busy with their jobshad to juggle between work and the education of their children. People became less egocentric and started showing more empathy with the needed ones. Solidarity has been manifested in donations and collective assistance by civil society. Companies engaged with social responsibility. Artists, cultural and creative workers were defied to work even harder at home to find new niches in the virtual domain. The confined society had to rediscover its ethical values, principles and priorities.
Free-time and leisure at present
Paradoxically, this shift in human behaviour brought us back to a theory of economics that emerged a century ago (Ruskin, 1900) “There is no wealth but life”. In this new-old context, free-time, leisure, well-being and culture are closely associated. Usually, we use our free-time to carry out activities that are not directly related to work, duties or domestic occupations. May be free-time is an illusion because only in exceptional occasions our time is completely free. Leisure, however, is a subjective concept which varies depending on the society which we belong. It is connected with our participation in cultural life, reflecting the values and characteristics of a nation. Thus, it can be considered a human right according to the UN Declaration of Human Rights (1948), and in particular the International Convention on the Economic, Social and Cultural rights (1967).
Despite some divergent definitions of leisure there is convergence around three distinctions: (i) leisure as time; (ii) leisure as activity; and (iii) leisure as a state of mind. Firstly, it is defined as the constructive use of available time. Leisure as a variety of activities includes the practice of sports or actions related to intellectual and human development like reading, painting, gardening etc. and those can be leisure for ones and work for others. Understanding leisure as a state of mind is complex since it depends on individual perceptions about concepts such as freedom, motivation, competency etc. Certain skills can be considered leisure depending on the degree of satisfaction, emotion or happiness it causes. Yet, the most important is the possibility of free will.
Time available for leisure also varies according to cultural, social and even climate considerations. The notion of time can be different in Africa, Asia, Latin America or Europe. Usually people who live in areas of hot climate enjoy outdoor activities and sports while Nordic people whose habitat is in cold weather prefer indoors socialization and hobbies like playing chess, classic music etc. Social leisure embraces communitarian happenings such as going to the beach, practicing sports in a club etc. Behavioural studies indicate the benefits of social leisure for the well-being of individuals, self-esteem and cultural identity.
Moments of leisure are essential in all phases of our life. During childhood and adolescence most of our time is devoted to study and sports while at adulthood our time is mostly consumed with work and family. Indeed, it is at senior age that retired people generally have extra free-time to enjoy cultural events, leisure and tourism. Globally people are living longer and a newage structure is taking shape: the young senior (65-74 years), the middle senior (75-84 years) and the older senior as from 85 years old. According to the United Nations, in 2018 for the first time in history, persons aged 65 years or over outnumbered children under age five. This partially explains the vast number of people in the group of risk requiring quarantine protection throughout the pandemic period.
Well-being and spirituality in pandemic times
During the pandemic, reflections about well-being and spirituality gained space in our minds. It is undeniable that the constraints brought about by lock-down measures and social distancing, offered us more free-time but very limited leisure options. We gained additional time to be closer to loved ones and to do things we like most at home. Enjoying family life, including eating and even cooking together became a shared pleasure and a new leisure style. Individuals had to optimize the quality of their temporarily sedentary lives.
Global pandemics affect our collective mental health. Given the prevailing health and economic insecurity, the focus of our attention has been on well-being, strengthening friendships, expanding social network, practicing solidarity, improving self-esteem as well as reflecting on spirituality and religion. Suddenly the exuberant society of 2020 is afraid of the unknown virus and its long-term harmful consequences on day-to-day life. Well-being and happiness became the essence of achievable goals.
People are emotionally fragile in this moment of anxiety. Individuals are suffering losses that will persist long after the pandemic will be over. Some feel stressed or depressed while others react by searching for relief in exercising, relaxation, meditation, yoga or mindfulness training. Individuals are finding new ways to overcome solitude and boost mental resilience. Current philosophical thinking (Harari, 2018) is reminding us that homo sapiens have bodies but technology is distancing us from our bodies.
Inspirational talks in likeminded groups have been helpful for reconnecting people dealing with an uncertain future. Social engagement and advocacy for health causes are used for promoting social change. Thus, besides upgrading healthcare systems and putting in place special measures for accelerating economic and cultural recovery, targeted governmental support will be needed to improve mental well-being and raise the overall level of satisfaction and happiness of citizens in the post-crisis.
Culture and e-learning nowadays
In a short period of time, many went from an exciting social and cultural lifestyle to a simple life. People had to assume the role of protagonists of their actions. Due to open-air limitations, free-time activities had to be less physically-intensive (no bike, tennis, jogging etc.), and more creative-oriented such as designing, playing music, writing. Much time has also been spent watching TV series, surfing the internet, viewing live music concerts, video-gaming, attending video-conferences as well as socializing in virtual chats. Equally, there are growing concerns about the ethics of consumer technology and internet addiction “time well spent” (Tristan, 2015).
A recent study carried out in the UK to track digital cultural consumption during the pandemic, indicates that the median time spent daily watching TV are 4 hours, while listening to music, watching films and playing video games each day are 3 hours respectively. Understanding human behaviour, in particular youth habits can help to indicate new cultural trends and consolidate social cohesion in post-pandemic times. Moreover, policy-makers could consider engaging cultural institutions and employing artists and creatives to help facilitate a collective healing process and kick-start recovery.
It is widely recognized that the arts, culture and creative sectors were hit hard by the pandemic. Whist digital cultural and creative products for home consumption were in high demand, others tangible creative goods like arts, crafts, fashion and design products sharply contracted. Many artists and creatives had no option than to experiment on work in digital spaces, since they had to go global from home.
Despite the fact that 4.5 billion people (60% the global population) use internet, the availability of affordable broadband access is a pre-condition to use and benefit from the opportunities provided by digital tools. This applies to both producers and consumers of cultural and creative digital content. Currently, videos account for 80-90% of global digital data circulation, but at the same time Latin America, the Middle East and Africa together represent only around 10% of world data traffic. This evidence points to digital asymmetries that are being aggravated. Creativity only is not enough to transform ideas into marketable creative goods or services if digital tools and infrastructure will not be available.
The pandemic also had a strong impact on education and learning. Re-thinking education was already a topic on the agenda of many countries in order to respond to the realities of the jobs market in the 2020s. Besides the need to adapt methodology and pedagogical practices, many believe it is necessary to bring an interdisciplinary and applied approach to curricula with focus on science, technology, engineering and mathematics (STEM), preferably also integrating arts (STEAM). In any case, the education system has been forced to quickly adjust to remote learning. Globally over 1.2 billion children are out of the classroom in 186 countries. In Latin America schools are closed and around 154 million children between the ages of 5 and 18 are at home instead of in class. Furthermore, access to school-related inputs is distributed in an unbalanced manner; wealthier students have access to internet and home-schooling while the poorer have not. Young people are losing months of learning and this will have long-lasting effects. The loss for human capital is enormous.
On the positive side, continuous e-learning became a trend and a necessity. Innovation and digital adaption gave rise to a wide-range of on-line courses. Millions of learners are upgrading their knowledge and skills in different domains through distance learning, whether through language and music apps, video conferences or software learning. Some are free others have to be paid for, but what is absolutely transformative is that access to knowledge became more democratic. Independently of age or field of interest, learners from different parts of the world can have access to prestigious universities or practical training. E-learning, where teaching is undertaken remotely and on digital platforms already existed, but demand has sharply increased during pandemic and this might be a point of no return.
Over these critical 9 months, there are growing signs that the 2020s will face a new set of challenges and life will not be back as usual. The future will be very different when compared to the recent past. Hope and fear are likely to co-exist for a certain time. There are new values, new lifestyles, new social behaviour, new consumption standards, and new ways of working and studying. The pandemic has imposed a deep ethical and moral re-assessment on society. This turning point is leading to a deep socio-economic renovation and hopefully to a more inclusive and sustainable society.
E. Dos Santos-Duisenberg (2013) – Tempo livre, lazer e economia criativa, Revista Inteligência Empresarial (37), Universidade Federal do Rio de Janeiro, Brazilhttp://www.epapers.com.br/produtos.asp?codigo_produto=2455
When Fundamentalists Come to Power, Women Lose
As the United States mourns the loss of Supreme Court Justice Ruth Bader Ginsburg, we find ourselves in crisis over women’s rights in the United States. Justice Ginsburg’s nominated replacement, Amy Coney Barrett, would be a disaster for women’s equality. Legally, Barrett opposes reproductive rights, LGBTI equality, and access to comprehensive health care; personally, she advocates that women should be subservient to their husbands. Barrett, and her ilk, are part of a global trend of religious fundamentalists seeking to dismantle modern egalitarian gender policies.
Barrett, and the majority of conservatives that she will join on the Supreme Court, will be a grave threat to the progress we’ ve made on gender equality in the United States. Here, and around the world, when religious fundamentalists come to power: they roll back women’s rights, degrade human rights standards, exacerbate discrimination, and stoke violence. People may mistakenly believe that women’s rights is on a natural trajectory towards progress in the U.S. and other liberal democracies. Yet, evidence around the globe demonstrates that when religious fundamentalists take power, the human rights of half the population are severely denigrated.
In countries such as Iran, Pakistan, Brazil, and India when religious fundamentalists come to power, progress on women’s rights unraveled. In Iran, before the 1979 revolution, women were doctors, lawyers, university, and political leaders. When religious fundamentalists took power was one of the first issues to attack and repeal was progress for women. Similarly, in Afghanistan, when the mullah’s took power, rollbacks to women’s rights were first.  Looking at these two countries today, it is easy to forget the progress that was dismantled. My Afghan friend at the University of Washington recently showed me a picture of her mother and father sitting in a park holding hands in the 1970s in Kabul. The picture could have been taken in London; both of them are wearing summer clothes and holding hands. Less than a decade later, many of their individual liberties, from clothing- choices to public displays of affection, would be banned. In India and Brazil, Prime Minister Modi and President Bolsonaro are part of a growing global trend of national leaders who openly belittle women with little recourse. Worldwide, progress is precarious for women’s rights.
Western societies are not immune from these threats. In Poland and Hungary, leaders have recently closed gender studies departments of national universities; banning classes and research on gender studies. Polish leaders are actively repealing women’s reproductive rights, and established new “LGBT-free zones.” Emboldened by religious doctrine, right-wing leaders re-assert male dominance in national policies. As in the U.S., the current president even jokes about sexual assault towards women.
Women’s rights should not be narrowed to the limited scope of abortion. Maternity leave, political representation, universal childcare, equal pay are all critically important policies for women’s equality. And yet, choice, and reproductive rights can be a barometer for how women are treated in a country. When abortion is illegal, it is the single largest cause of death in countries for women of child bearing age. Leaders have asserted anti-abortion campaigns in Chile and Argentina as a “cultural value”, disregarding the danger for vulnerable women and human cost of not having access to reproductive health care. When abortion is illegal, women die. This may be the reality of American women in the near future, when fundamentalists such as Barrett rise to power.
Women were not ‘given’ the right to vote; they fought for it. Historically, women are not given anything, rather they worked for decades in advocacy, protest, and building public support for progress on an issue, such as equal pay in the work place.  As RBG once said, “I ask no favor for my sex. All I ask of our brethren is that they take their feet off our necks.” Around the world, women have fought hard for their rights. These rights are often the first targeted when conservatives come to power. American women have lost a lot of ground over the last four years during the Trump Administration. Barrett, and other fundamentalist leaders, could derail decades of progress for women in the United States. I hope readers actively think about how they will vote, and support the local, national, and global battle for women’s equality.
The views in this article are the authors alone and do not reflect the views of any institution.
Ahmed-Ghosh, Huma. “A history of women in Afghanistan: lessons learnt for the future or yesterdays and tomorrow: women in Afghanistan.” Journal of international Women’s Studies 4, no. 3 (2003): 1-14.
 Helms, Elissa, and Andrea Krizsan. “Hungarian government’s attack on Central European University and its implications for gender studies in Central and Eastern Europe.” FeminaPolitica–ZeitschriftfürfeministischePolitikwissenschaft 26, no. 2 (2017).
Król, Agnieszka, and Paula Pustułka. “Women on strike: mobilizing against reproductive injustice in Poland.” International Feminist Journal of Politics 20, no. 3 (2018): 366-384.
Korolczuk, Elżbieta. “The fight against ‘gender’and ‘LGBT ideology’: new developments in Poland.” European journal of politics and gender 3, no. 1 (2020): 165-167.
Graff, Agnieszka, RatnaKapur, and Suzanna Danuta Walters. “Introduction: gender and the rise of the global right.” Signs: Journal of Women in Culture and Society 44, no. 3 (2019): 541-560.
Wade, Michelle, and Susan Fiorentino. “Gender Pay Inequality: An Examination of the Lilly Ledbetter Fair Pay Act Six Years Later.” Advancing Women in Leadership Journal 37 (2017): 29-36.
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