Second-wave feminism was key to subverting the head-and-master regime, and constitutional sex equality provisions gave birth to an inclusive gender constitutionalism, which, by overcoming family exceptionalism, affirmed the need to produce gender-neutral legal orders and to suppress marital-status discrimination. Two variants of the inclusive paradigm were shaped: one, prevalent in the United States and with a focus on combatting gender stereotypes that limited women’s market options (assimilationist workerism), and another one (maternalist accommodationism), better suited for constitutional regimes combining sex equality with motherhood/family protection mandates and seeking not only to allow but also to accommodate women’s pregnancy and motherhood-related needs. In confronting women’s claims to reproductive autonomy, constitutional orders had to rely on constitutional interpretations and gave way to radically different constitutional architectures around abortion, with the right to abortion (based on privacy) appearing in one tradition (as exemplified in US constitutionalism) and the duty of motherhood (based on the protection owed to the fetus) being affirmed in the other (as exemplified in German constitutionalism).

Writing the history of African American literature in the 1930s necessitates reconsidering issues that emanated from the 1920s, with a view toward showing how they underwent change in the 1930s. Four overlapping foci demonstrate how change, in these two eras, was less disjunctive than evolutionary: (1) a shift in the meaning of racial uplift, (2) quest for racial authenticity, (3) efforts to increase cultural competence, and (4) the writing of literary history. By the mid-1920s, this history can be gleaned, at least initially, in the adult education movement, which had come to define its mission as not simply acquiring knowledge but applying it to problem-solving in real-life situations. Organizations like the American Association for Adult Education (AADE), the Carnegie Foundation, and the Julius Rosenwald Fund provided financial support for education that reconciled intergroup conflicts, inequities, and the marginalization of citizens. Adult education in the 1930s slowly gave way to a list of competing literary critical approaches that revised the earlier conversation taking place about the nature and purpose of performing African American literary history.