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The purpose of this paper is to explore the designed cultural ecology of a hip-hop and computational science, technology, engineering, and mathematics (STEM) camp and the ways in which that ecology contributed to culturally sustaining learning experiences for middle school youth. In using the principles of hip-hop as a CSP for design, the authors question how and what practices were supported or emerged and how they became resources for youth engagement in the space.

The overall methodology was design research. Through interpretive analysis, it uses an example of four Black girls participating in the camp as they build a computer-controlled DJ battle station.

Through a close examination of youth interactions in the designed environment – looking at their communication, spatial arrangements, choices and uses of materials and tools during collaborative project work – the authors show how a learning ecology, designed based on hip-hop and computational practices and shaped by the history and practices of the dance center where the program was held, provided access to ideational, relational, spatial and material resources that became relevant to learning through computational making. The authors also show how youth engagement in the hip-hop computational making learning ecology allowed practices to emerge that led to expansive learning experiences that redefine what it means to engage in computing.

Implications include how such ecologies might arrange relations of ideas, tools, materials, space and people to support learning and positive identity development.

Supporting culturally sustaining computational STEM pedagogies, the article argues two original points in informal youth learning 1) an expanded definition of computing based on making grammars and the cultural practices of hip-hop, and 2) attention to cultural ecologies in designing and understanding computational STEM learning environments.

Facing a high birth rate, a falling mortality rate, and inconsistent policies on family planning from the 1950s to the early 1970s, the People's Republic of China (PRC) launched its widely known one‐child policy in 1979. The intention was to restrict population growth by reducing fertility through family planning and thereby to conserve the nation's resources to advance economic development. The effectiveness of the one‐child policy has varied greatly because policy regulations are differentially carried out by officials of provinces, municipalities, counties, communes, and minority regions. Generally speaking, the state policy has had greater acceptance in urban areas but is far less rigidly enforced by local officials in rural areas and for certain national minorities, which can have a second child under certain circumstances (Chow and Chen, 1994).

The purpose of this paper is to explore the phenomenon of mentoring in higher education between Black and White male faculty and Black students at a highly selective, predominantly White institution (PWI) of higher education in the USA. The study aims to elucidate the cross‐racial aspects of mentorship and the impact of gender on mentoring relationships.

The paper consists of a phenomenological study utilising theories of cross‐racial and cross‐gender mentoring, and included eight participants, twice interviewed in depth about their formative experiences and mentoring practices regarding Black students. The data were analysed using a cross‐sectional code‐and‐retrieve method.

The paper provides insights about how Black men leveraged experiences parallel to those confronted by their Black protégés, while White men accessed proximal experiences of difference to relate to Black mentees – and additionally utilized interpersonal networks to enhance their mentorship by relying on colleagues of color who had greater familiarity with challenges faced by students.

Because of the chosen research approach, the research results may lack generalizability to populations; however, the theoretical contributions of the study are significant, suggesting that researchers explore cross‐race and cross‐gender mentoring arrangements in future research.

The paper includes implications for regarding the role and position of White males in academic settings as mentors across race and gender, and for the role of age for men serving in the role of mentors.

The paper contributes to the literature on cross‐racial mentoring in higher education, and further explores the impact of gender on mentoring, within the context of a highly competitive academic setting.

The aim of this conceptual paper is to explore Mentor-protégé fit as important to the selection and development of successful doctoral student–faculty mentoring relationships. We suggest that the student–faculty relationship in doctoral education is an additional and previously untested type of Mentor-protégé fit.

Generated from an existing framework of identity in the academy, we explore how three types of identity (professional, relational, personal) may influence students’ fit assessments as they seek to initiate and develop relationships.

We offer propositions for research to further explore the potential application of the proposed framework to knowledge generation about the doctoral student experience.

While the research about doctoral education has considered all three aspects of students’ identities individually, it has not explicated the ways in which these intersecting identities relate to students’ needs and expectations related to mentoring, their choices related to mentor selection, or the effectiveness and outcomes of mentoring relationships in fostering success and satisfaction.

The purpose of this paper is to examine the impact of college leadership experiences on the leader self-efficacy development of freshmen in two historically black institutions (HBIs).

Data were collected in two phases from 200 freshmen to assess their leader self-efficacies at the beginning and end of a 16-week semester. The authors developed an eight-item questionnaire to measure college leadership experiences and adapted the 22-item leader efficacy questionnaire developed by Hannah and Avolio (2013) to measure self-efficacy.

The result of the structural equation modeling revealed that college leadership experiences have a significant positive impact on college leader self-efficacy. Moreover, college leadership experiences significantly mediated the effect of high school leadership experiences on college leader self-efficacy. Pre-college leader self-efficacy had a significant positive effect on college leader self-efficacy but an insignificant effect on college leadership experiences. The findings indicated that holding leadership positions and volunteering in the first semester of college were positively and strongly related to college leadership experiences.

First, this study will empirically examine the causal relationships between college leadership experiences and leader self-efficacy by controlling for the effect of the pre-college leader efficacy. Without controlling for the pre-existing differences among participants, the effects of college leadership experiences on leader self-efficacy development may be overestimated. Second, despite self-efficacy being a critical component in leadership models and being important in boosting leaders’ confidence, only limited research uses well-defined conceptual leadership models in studying student leader self-efficacy. This study fills the gap by using a contemporary conceptual model that encompasses the key leadership variables necessary in assessing the student leadership development.