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Each of the competitors nominates their choice of the book of the century and discusses the reasons for their choice. The books discussed are: The Diary of Anne Frank; Earthways, Earthwise, edited by Judith Nicholls; and Time’s Arrow, by Martin Amis

Le Grand gives an illustration of an employment situation which would generally be considered racist ‐ (Amanda and Catherine are equally talented and hard‐working employees. The former is white and better paid than her black colleague) ‐ and gives an analysis of the ethics of the situation in terms of his theory of equity. I shall discuss his analysis and his theory of equity. Is the situation inequitable? If it is, is it ‘inequitable’ for the reason that Le Grand puts forward as constituting the essence of ‘inequity’?

The unequitable representation among genders in science, technology, engineering and mathematics (STEM) degrees and careers remains a persisting challenge. Peer mentoring has been cited as one method for supporting women and racial and ethnic minorities in becoming interested in, experiencing self-efficacy in and persisting in STEM. The current study was undertaken to explore how and in what ways peer mentors' participation in the program (namely, the mentoring experience) influenced their STEM self-efficacy beliefs, interests, skills and behaviors, including their intent to persist and actual persistence in STEM.

Using a multisite case study design, the current study implemented a blended peer mentoring program at two historically black institutions.

The experience in the peer mentoring process increased mentors' self-efficacy, career interest, perceived mentoring skill development in most areas and intent to persist in STEM. Evidence from the interviews and open-ended survey questions demonstrated that the peer mentoring experience had a direct influence on the mentor's self-efficacy, career interest, leadership and professional skills and persistence. The thematic analysis of the data sources revealed that specific elements of the peer mentoring experience influenced mentors' beliefs, interests, skills and behaviors, including recognition, functioning as a mentor, developing an other's orientation, engaging in a sisterhood and developing competencies.

Findings support the benefit of the blended peer mentoring program model among women who identify as a racial or ethnic minority across two historically black college or universities (HBCUs). Peer mentoring programs should include training to increase competencies and skills, should provide resources targeted to specific mentor needs and should include opportunities for self-reflection and components of faculty support.

The purpose of this study was to evaluate students' attitudes towards people of different weights by comparing and contrasting student stereotypes of thin, average, moderately obese and morbidly obese weight individuals, and identify existing prejudices toward the obese and morbidly obese with regards to fashion, style and garment selection. Respondents included 304 college students at a southern university in the USA. Eighty‐seven per cent of the students described their weight as being normal, 10 per cent identified themselves as obese or morbidly obese, and 3 per cent indicated being excessively thin. Results indicated that participants would prefer to seek fashion advice from an average‐weight, as opposed to overweight, person. Ninety‐three per cent of the sample indicated that a thin or average‐weight individual would be more likely to follow fashion as opposed to an obese or morbidly obese person. Thin or average‐weight individuals were perceived to be more flamboyant, having more fashion choices, being more confident with their apparel choices and more willing to pay a high price for their clothing, having an easier time acquiring clothing that fit well, being more able to obtain and desire high‐quality clothing, and also presenting the best overall appearance in their clothing as compared to overweight individuals. The sum or ranking means for the fashion variables of the sample were as follows: thin 24.1, normal 24.4, obese 37.7 and morbidly obese 47.6. (p <0.001).

This study investigated fashion involvement, pre‐purchase clothing satisfaction and clothing needs of petite and tall‐sized consumers. The differences between petite and tall‐sized consumers were compared, and the relationship among the three variables was examined. Petite and tall‐sized women's shopping characteristics were identified. The data were obtained through mail survey method. The final sample consisted of 177 petite and 144 tall women. Data were statistically analysed to fulfil the purpose of the study. Descriptive statistics, such as frequency, mean and standard deviation, were utilised to define the characteristics of the sample. Analysis of variance was tested to compare beliefs about clothing attributes. T‐test and analysis of covariance were utilised to determine if there is any difference between petite and tall women in terms of fashion involvement, pre‐purchase clothing satisfaction and clothing needs. Pearson Product Moment Correlation and Pearson Partial Correlation Coefficient were utilised to test the hypotheses. The results indicated significant but relatively low relationships among fashion involvement, pre‐purchase clothing satisfaction and clothing needs. Fashion involvement and clothing needs were positively correlated, while pre‐purchase clothing satisfaction and clothing needs were negatively correlated for both petite and tall‐sized women.

This paper seeks to investigate issues with the fit and sizing of commercially available men's business clothing in the USA.

The functional design process is a conceptual framework used to frame an investigation of fit and sizing of men's business clothing. Data were collected from 322 men aged 20‐55 at two different demographic levels. Sizing and fit of men's shirts, pants, suits and their garment features were reported to investigate fit issues with men's ready‐to‐wear business clothing and their relationships to sizing and overall body composition.

Results indicated that many men self‐report fit issues with their business clothing, including issues with the key sizing dimensions of their garments. Consumers frequenting specialty stores with high service levels reported fewer issues with key sizing dimensions, but more issues in other areas of the garments. Many respondents did not know their garment size. Some consumers appear to be choosing their garments based on non key measurements to best accommodate their individual shape, while those choosing by their sized measurements may not achieve satisfactory fit in all areas.

The sample was generally located in the southeast United States. Sizing systems and clothing manufacturers vary globally.

Little research into the sizing and fit of men's clothing has been performed. This article investigates self‐reported fit issues to establish a baseline for further studies in the area.

This study explores how a group of middle school social studies teachers at a school, whose student population is primarily affluent and white, include multicultural content in their curriculum. Interviews and observations along with an analysis of the textbooks, state standards, and the school’s scope and sequence were the main sources of data collection. Three common themes arose in this study in relation to the incorporation of multicultural content into the social studies curriculum: (a) There is a discrepancy between teachers’ perceptions and practices; (b) the teachers’ background in multicultural education is limited, and (c) though there is some inclusion of multicultural content, it is not put into practice in any substantial way because it is not seen as applicable to their school environment.

Jordan Peele’s critically acclaimed directorial debut Get Out (2017) highlights the issues regarding racism and Black identity that have seldom been the subject of horror film. More specifically, Get Out offers representations of Black masculinity that push against the stereotypical and reductive ways that Black men have often been depicted in horror cinema. The portrayal of Black men in Get Out takes shape in ways influenced by a range of relationships featured in the film. Amongst these is the dynamic between the leading character Chris (Daniel Kaluuya) and his white girlfriend Rose (Allison Williams), in addition to Chris’s interactions with Rose’s mother Missy (Catherine Keener), as well as his best friend Rod (Lil Rel Howery). As such, scrutiny of Get Out yields insight into the construction of Black masculinity in horror film, including how on-screen inter- and intra-racial relations are implicated in this. The writing that follows focuses on how Get Out offers complex and scarcely featured representations of Black masculinity, and boyhood, in horror. As part of such discussion, there is analysis of the entanglements of on-screen gender and racial politics, which contribute to the nuances of depictions of Black masculinity in Get Out.

The purpose of this paper is to apply a self‐reflexive interpretive method of writing as a method of analysis of findings from a critical research based on videography documenting the relationship between ethnicity, consumption, and place.

An innovative theoretical approach employed is interpretativist ethnography inspired by creative writing. This methodological approach allows the researcher to move beyond the rigidness of academic discourse and consequently enables a more intimate connection with the object of research.

The main outcome of this paper is realization that the presence of the researcher and her own autobiography affects the results of research and that articulation as much as execution of research is always subjective. A significant implication of this kind of approach is uncertainty and unreliability which questions the positivist objectivism dominating in both consumer studies and marketing. A subsequent limitation is a free reading which evades possibility of definite conclusions.

By providing a film and a commentary to it in one publication, this paper overcomes the traditional separation between the visual and the textual and contributes to the multisensory model of academic practice. It is particularly important for ethnography and visual studies where the application of the senses has both a theoretical and a practical value.