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The recent wave of protests on courts and fields all over the world has brought increased attention to the potential of sport to address social justice. Basketball in particular has been the subject of both celebration and outrage. Building off the theorizing of sport as a contested space, we examine the work of three artists/artist collectives; Abigail Smithson, Maria Molteni and New Craft Artists in Action, and Noah Cohan and John Early of Whereas Hoops, who have all directly engaged with the basketball court as a site filled with cultural meaning and struggle. All three of the respective bodies of work were developed in the past 10 years and emerge from the heightened social and racial tension of the time, as well as the increasingly apparent link between sports, politics, and race within our larger society. Examining the work reveals the importance of the basketball court as a site simultaneously of celebration, play, surveillance, policing, community, history, cultural exchange, and racialization. We explore the potential for artists to engage with and transform sport spaces through an edited group interview, giving the artists the chance to reflect on their practices as well as the limitations of working as an activist and artist in the realm of sports in their own words. Through conversation, the chapter focuses not just on finished pieces of art but also on the process of making the work in the ever familiar and culturally rich environment of the basketball court.

The term “medical” will be interpreted broadly to include both basic and clinical sciences, related health fields, and some “medical” elements of biology and chemistry. A reference book is here defined as any book that is likely to be consulted for factual information more frequently than it will be picked up and read through in sequential order. Medical reference books have a place in public, school, college, and other non‐medical libraries as well as in the wide variety of medical libraries. All of these libraries will be considered in this column. A basic starting collection of medical material for a public library is outlined and described in an article by William and Virginia Beatty that appeared in the May, 1974, issue of American Libraries.

The main aim of this study is to investigate the role of fathers and mothers in the intergenerational educational persistence for sons and daughters under two dimensions that characterize the clusters of countries: redistributive policy and governance.

Data from the Global Database of Intergenerational Mobility (GDIM), hierarchical cluster analysis on principal components and panel regression are used in this study to estimate intergenerational educational correlation and to investigate its determinants related to the parents’ and descendants’ education variables in 93 countries grouped in four clusters. The empirical analysis is differentiated by gender combinations of parents and descendants.

In the clusters of countries characterized by high inequalities and poor governance, our findings show that the role of the fathers is stronger than that of the mothers in educational transmission; fathers and mothers are more influential for the daughters rather than for the sons; parental educational privilege is the main driver of intergenerational educational persistence; there is an inverse U-curve in the association between educational inequality of the parents and educational correlation for the sons. Differently, in the countries characterized by high income, low redistributive conflict and better governance, the role of the mothers is stronger and education mobility for the daughters is higher than that for the sons.

The authors’ results remark on the importance of social welfare policies aimed to expand a meritocratic public education system including schooling transfers for lower social class students and narrowing the gender gap in educational mobility between daughters and sons. Social welfare policies should also be oriented to spread high quality child care systems that help to foster greater women equality in the labor market, because the strength of educational persistence depends on the position of the mother in the economic hierarchy.

The distinctiveness of the paper can be found in the fact that this study investigates the parental role differentiating by gender and coupling hierarchical cluster analysis on principal components with panel regression models. This allows us to have a sample of 93 countries aggregated in four groups defined in two dimensions: redistributive policy and governance. Amongst the determinants of educational transmission, we consider not only education’s years of the parents but also other determinants, such as educational inequality and privilege of the parents. We also identify the effects of investment in human capital and educational inequalities for the descendants on education mobility.

The aim of the study is to revisit the importance of Black Lives Matter (BLM) and to encourage more attention to White supremacy in the academy, especially with regards to the development and mentoring of graduate students.

The study reflects on the urgency of the BLM movement given the death of George Floyd and others.

The article highlights the ways in which the training and development of graduate students can reinforce systems of exclusion and marginalization while reinforcing existing systems of privilege and the status quo. The essay concludes with recommendations for creating greater systems of inclusion for programs, departments and higher education institutions.

Recommendations are given to initiate culture change.

This is a follow-up to the 2017 special issue.

The purpose of this paper is to explore the operating factors influencing a cross-organisational mentoring initiative created to support leadership development. The research provides insight on participants’ views and mentoring practices around planning and preparation of mentoring relationships, to inform future training of leaders.

The research is inductive in nature, using an exploratory approach via a two-stage qualitative analysis. The qualitative data were gathered via interviews with the initiative partners and questionnaires distributed to all mentors and mentees involved. Data were gathered at the outset of the initiative and one year later.

Emergent themes revealed that centrally driven criterion-based matching was deemed effective, with skills and experience of mentors perceived as more important than seniority. Support from senior management was of paramount importance at all stages. Clear personal and professional objective setting was vital at the outset of the mentoring relationship; however, a degree of fluidity in direction occurred over time. Planned periodic meetings to share experiences, aid reflection and gather feedback from individual mentors and mentees groups was requested. Finally, while the mentees should drive the process, it was recognised that mentors may be required to take the lead initially.

It is recognised that wider generalisations are limited; the initiative would require replication with a number of different participants to increase validity. However, as the research is exploratory in nature, there is value in the initial research findings with potential for replication within other organisations and for other cross-organisational mentoring initiatives.

The research provides a number of useful themes which practitioners could use to explore the creation of a cross-organisational mentoring scheme and provides benchmarking indicators for this.

This is an innovative approach to leadership training that can be seen in the limited literature and theory related to cross-organisational mentoring as a leadership training tool that the design team, a partnership of HR academics and HRD professionals, were able to access.

This paper aims to describe the “InDO: Institute Demographic Ontology” and demonstrates the InDO-based semiautomated process for both generating and extending a knowledge graph to provide a comprehensive resource for marginalized US graduate students. The knowledge graph currently consists of instances related to the semistructured National Science Foundation Survey of Earned Doctorates (NSF SED) 2019 analysis report data tables. These tables contain summary statistics of an institute’s doctoral recipients based on a variety of demographics. Incorporating institute Wikidata links ultimately produces a table of unique, clearly readable data.

The authors use a customized semantic extract transform and loader (SETLr) script to ingest data from 2019 US doctoral-granting institute tables and preprocessed NSF SED Tables 1, 3, 4 and 9. The generated InDO knowledge graph is evaluated using two methods. First, the authors compare competency questions’ sparql results from both the semiautomatically and manually generated graphs. Second, the authors expand the questions to provide a better picture of an institute’s doctoral-recipient demographics within study fields.

With some preprocessing and restructuring of the NSF SED highly interlinked tables into a more parsable format, one can build the required knowledge graph using a semiautomated process.

The InDO knowledge graph allows the integration of US doctoral-granting institutes demographic data based on NSF SED data tables and presentation in machine-readable form using a new semiautomated methodology.

While science, technology, engineering and math (STEM) postdoctoral scholars often enter their positions with strong science identities, racially marginalized scholars are often not treated as scientists, which can weaken their science identities. This study aims to examine how racial discrimination negatively affects their science identities in STEM and the importance of community recognition in mitigating these effects.

The authors use reflected appraisals and identity theory to theoretically guide this work. The data are based on a survey of 215 postdoctoral scholars in STEM disciplines.

The authors find that community recognition mediates the negative relationship between perceived discrimination and postdoctoral scholars’ science identities.

The study shows the importance of recognizing the achievements and identities of underrepresented STEM scholars to counteract the chronic and cumulative identity nonverification that leaves talent unrecognized and disrupts scholars’ science identities.

The authors explore the negative impact of discriminatory experiences on the importance individuals place on their identities as scientists and if this can be affected by the degree to which they feel that other scientists recognize them as competent scientists among a group of scholars who have earned the highest of academic degrees, and who are also relatively understudied: postdocs.

The purpose of this study is to explore the developmental networks of graduate students of color participating in PROMISE, Maryland’s Alliance for Graduate Education and the Professoriate program, a National Science Foundation (NSF)-funded graduate retention and support program. The authors specifically examine how underrepresented minority students gain access to needed supports through building individual mentoring relationships and broader networks of support.

The authors rely on a case study approach to explore developmental networks and support accessed by students participating in the PROMISE program. A total of 16 students of color in STEM fields from three institutions in the University of Maryland System have participated.

Study findings reveal that scientists from underrepresented backgrounds construct and draw from diverse developmental networks that include individuals from within and outside of the academic community. Key relationships include advisors; faculty with whom they share identities, peers in and outside of their programs; and administrators. Developers play distinct roles within the networks including shaping students’ emerging professional identities as scientists and providing psychosocial support. Student agency and initiative as well as faculty engagement and programs like PROMISE further enhanced student access to mentorship.

This study offers unique insights into the nature, cultivation and resources gained from the relationships that make up the developmental networks of science graduate students from underrepresented backgrounds.

Traditional notions of mentoring and support, particularly in graduate education, highlight the role and importance of the student’s advisor in their growth and development. This study is unique in its focus on the multiple relationships students of color in science form. This study offers specific insight into the nature, construction and resources gained from developmental networks formed by a group of underrepresented minority students in STEM graduate education.

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.

This chapter is about the modern, Western education system as an economic system of production on behalf of the capitalist mode of production (CMP) and globalization towards a single, global social space around market capitalism, liberal democracy and individualism.

The schooling process is above all an economic process, within which educational labour is performed, and through which the education system operates in an integrated fashion with the (external) economic system.

It is mainly through children’s compulsory educational labour that modern schooling plays a part in the production of labour power, supplies productive (paid) employment within the CMP, meets ‘corporate economic imperatives’, supports ‘the expansion of global corporate power’ and facilitates globalization.

What children receive in exchange for their appropriated and consumed labour power within the education system are not payments of the kind enjoyed by adults in the external economy, but instead merely a promise – the promise enshrined in the Western education industry paradigm.

In modern societies, young people, like chattel slaves, are compulsorily prevented from freely exchanging their labour power on the labour market while being compulsorily required to perform educational labour through a process in which their labour power is consumed and reproduced, and only at the end of which as adults they can freely (like freed slaves) enter the labour market to exchange their labour power.

This compulsory dispossession, exploitation and consumption of labour power reflects and reinforces the power distribution between children and adults in modern societies, doing so in a way resembling that between chattel slaves and their owners.