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Examining the work of Frantz Fanon and Stuart Hall, this article argues that their biographic practices and experiences as colonial subjects allowed them to break with imperial representations and to provide new, anticolonial imaginaries. It demonstrates how the experience of the racialized and diasporic subject, respectively, creates a kind of subjectivity that makes visible the work of colonial cultural narratives on the formation of the self. The article first traces Fanon’s and Hall’s transboundary encounters with metropolitan Europe and then shows how these biographic experiences translate into their theories of practice and history. Living through distinct historical moments and colonial ideologies, Fanon and Hall produced theories of historical change, which rest on epistemic ruptures and conjunctural changes in meaning formations. Drawing on their biographic subjectivities, both intellectuals theorize cultural and colonial forms of oppression and seek to produce new knowledge that is based on practice and experience.

Supervision is considered the signature pedagogy and after direct client practice it is rated as the number one learning and development method by practitioners. However, as we set out in this chapter, the relationship between supervision and client outcomes is not a strong one. Drawing on the use of routine outcome data, we demonstrate how clinical supervision can be improved when both practitioner and supervisor demonstrate an attitude of humility and a willingness to learn from the data they collect. Using these data to enhance supervision by improving client outcomes and to inform deliberate practice (DP) is the hall mark of the effective twenty-first century practitioner and supervisor.

The field of Human Resource Management (HRM) has long recognized the importance of interpersonal influence for employee and organizational effectiveness. HRM research and practice have focused primarily on individuals’ characteristics and behaviors as a means to understand “who” is influential in organizations, with substantially less attention paid to social networks. To reinvigorate a focus on network structures to explain interpersonal influence, the authors present a comprehensive account of how network structures enable and constrain influence within organizations. The authors begin by describing how power and status, two key determinants of individual influence in organizations, operate through different mechanisms, and delineate a range of network positions that yield power, reflect status, and/or capture realized influence. Then, the authors extend initial structural views of influence beyond the positions of individuals to consider how network structures within and between groups – capturing group social capital and/or shared leadership – enable and constrain groups’ ability to influence group members, other groups, and the broader organizational system. The authors also discuss how HRM may leverage these insights to facilitate interpersonal influence in ways that support individual, group, and organizational effectiveness.

The need to increase the number of ethnic minority students, including Black students, graduating from colleges with postsecondary degrees in STEM areas is quite popular in public discourse. Unfortunately, Black students’ oftentimes experience unique postsecondary issues that make reaching such a goal quite difficult. It makes sense that college counselors, given their role on campuses around the country, would be involved in any intervention designed to increase Black students’ representation in STEM majors. To that end, the purpose of this chapter is to detail some of the factors related relatively low numbers of Black students majoring in STEM and interventions college counselors can employ to help them overcome said factors and prepare for success in STEM majors en route to graduating with STEM bachelor’s degrees and subsequent careers.