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Volume eight of Research in Urban Sociology focused on race and ethnicity in New York City. Our original idea when planning that volume was to contrast the ethnic landscape of New York City with that of Los Angeles, and to suggest that while the outpouring of studies from the Los Angeles School proclaims that Los Angeles is different from other cities – and thus is a signifier of the metropolis of the future – the creation of new ethnic landscapes is hardly limited to Los Angeles. Indeed, there is a rich history of both older and newer scholarship concerning ethnic communities in New York City, and we sought to update both the research and to offer a point of comparison between the studies of Los Angeles and other cities.

Since the early 1990s, I have conducted fieldwork in the Bolivian city of El Alto, investigating the effects of urbanization on Aymara migrants who move from the countryside (campo) to the capital in search of employment, education, and a better life. El Alto is perched above La Paz, spreading out across the high plain (Altiplano) and increasing in size by nearly 10% each year. Although neighborhoods (barrios) in El Alto are often defined by geographic boundaries and population density, I argue that the concept of community is based upon trust (confianza). In El Alto, one's lineage eclipses heritage, as residents are more apt to define their “community” as those they trust rather than those who live near them or friends from the campo. For two years, I lived with Alvaro and his extended family at the periphery of El Alto, in the barrio of Huayna Potosí. Over time, he introduced me to other migrants, such as Teófilo, Pablo, and Marcelo, and their families, each of whom originated from different provinces near Lake Titicaca. In essence, migrants have similar bucolic backgrounds and skills which they implement in the city in order to survive, heightening competition for employment and suspicion between neighbors.

The racial diversity of the Caribbean stemmed directly from the historical processes of colonialism, imperialism, slavery, and indentureship. Since the early 17th century, slaves have been imported from Africa to work in the Caribbean. In the British West Indies, slavery was abolished in 1834 but these African slaves worked on the sugar estates until the apprenticeship was abolished on August 1, 1838. Even before 1838, planters frequently complained of labor shortages and appealed to Britain for the approval of imported labor. Thus, there were attempts by the planters in colonies, such as Trinidad, to introduce Chinese labor to the plantations. As early as 1806, there was the importation of 192 Chinese from Macao and Penang into Trinidad. However, this experiment soon failed. In 1834 and 1839, laborers from Portugal were imported into Trinidad. This soon ended as Portuguese workers could not withstand the rigorous conditions of the contract labor system.

Chapter 2 offers examples of colonial and neocolonial working throughout history. This chapter defines and provides an overview of colonialism’s development and its economic and administrative roots. This chapter is intended to contextualize colonialism rather than explain its complete history.

The purpose of this paper is to examine the relationship between protean career attitude (PCA) and proactive work behaviors (PWB) and with the theoretical underpinning of self-determination theory to ascertain if passion for work acts as a mediator for PCA and PWB.

A survey of 255 millennial employees working in diverse industries in India (such as information technology, banking and education) was conducted. Regression analysis was used to measure the direct effects of the hypothesized relationships. Sobel test and bootstrapping analysis were used to measure the indirect effects of the hypothesized relationship.

PCA assists in fostering passion for work. Passion for work is positively related with PWB and fully mediates the relationship between PCA and PWB.

Employers should provide flexibility in work design and autonomy in career decisions. Also, Human resource managers should provide career growth opportunities to retain millennial talent.

This study bridges the knowledge gap between different domains of knowledge including PCA, passion for work and PWB. This study is one of the rare attempts to understand the relationship between PCA and PWB through the lens of passion for work. It also bridges the gap relating to its context. With an increasing number of millennials in workforce in India, an understanding of their career attitudes and outcome behaviors has become a significant concern. The results of the present study underpin career motivation theory, self-determination theory and generational cohort theory.

This paper aims to present a thematic analysis investigating the experiences and reflections of doctoral students in social work at a Canadian university who were mentored in the development of teaching expertise, including course design, delivery and evaluation, by a senior faculty member. Recommendations to others who are considering engaging in doctoral student teaching mentorship are presented.

The paper examines the authors’ reflections on their experiences of doctoral student mentorship through their involvement in collaboratively designing, teaching and evaluating an online undergraduate course. The inquiry used a qualitative approach grounded in Schon’s concept of reflexive learning.

Based on the results of the thematic analysis of the mentees’ reflections, this paper presents the collaborative teaching mentorship model and discusses how receiving mentorship in teaching facilitated the mentees’ development as social work educators.

Although quality guidelines in social work education recommend that doctoral students should be adequately prepared for future teaching opportunities, there is limited discussion about doctoral student development as educators within the academic literature, especially from the perspective of doctoral students. There is also limited articulation of specific models of doctoral student mentorship in developing teaching expertise. The authors hope that sharing their reflections on their experiences and describing the collaborative teaching mentorship model will serve to deepen understandings and promote further exploration and development of doctoral student mentorship in teaching.