What Do Anthropological Practitioners Do? Analyzing Professional Practice in Chile to Inform Curriculum Design in Anthropology

Promoting the Pipeline of Diverse Individuals Within Gastroenterology: Reflections From AGA FORWARD Program Scholars

The article considers the features of students’ educational trajectories as depending on how they entered the university. A distinctive feature of the Russian system of higher education is various grounds for the educational transition “school-university”: the results of the Unified State Exam, school Academic Olympics in key subjects, employer-sponsored education, and quotas. These grounds seem to affect the further education of students and the quality of training and professional trajectories. At the same time, the resistance of the higher education system to external challenges, its sustainable competitiveness, modernization and the search for new forms and models of work with the talented youth are priority development tasks of the national higher education system. The article presents the results of the comparative analysis of the students’ motivation for learning, educational achievements, ideas about possible professional and educational trajectories. The analysis is based on the data of the Russian students survey conducted by the Center for Educational Development Strategy of the Lomonosov Moscow State University and RUDN University in November-December 2021 (N = 37457). The research findings show that at the stage of the transition from school to university, there is a very heterogeneous student inflow by quality and forms of training, individual abilities and inclinations, motivation and requests to the higher education. There is a special group - prize-winners of school Academic Olympics - of the most talented and promising applicants. The admission companies show that variable grounds for entering universities lead to certain conflicts and contradictions in the higher education system.

Performance appraisal plays a crucial mediating role in the complex interaction between soft skills and career development. This practice provides a comprehensive view of workers’ competencies and directly influences their professional trajectories. This investigation checked the significance of these competencies in career development, employing performance appraisal as a mediating mechanism. The sample comprised 262 employees in Portugal. Data were collected from a convenience sample using the snowball sampling method, in which participants were asked to invite their contacts to participate in the study. The questionnaire included the short skills inventory, the career growth scale, and the performance management scale. The more developed the soft skills, the greater the tendency for employees to progress in their careers. Performance appraisal has a significant influence on employees’ career trajectories, as the possibility of career advancement largely depends on their performance. The data further revealed that by mediating the relationship between soft skills and career progression, performance appraisal helps guide and support the organization’s strategic decisions. However, when the mediating variable is introduced into the model, the influence of soft skills on career development is no longer significant, indicating a full mediation effect. The results suggest that 26.8% of the possibility of progressing in the career is explained by the performance appraisal results. These results act as a critical link between soft skills and career development. Soft skills exert a significant influence on career development, and performance appraisal emerges as a valuable means to recognize and promote these competencies.

The article presents the results of a sociological analysis of changes in the educational behaviour of various groups of the Russian population. This analysis is significant because education is one of those social domains that are associated with the accumulation and application of human capital. The latter is relevant not only to the stage of modern socioeconomic development but also to the current geopolitical situation. Theoretical and methodological approaches to studying the social behaviour of various population groups in these areas are multidimensional. In this article, the primary focus of research is on educational and professional trajectories and strategies. The author defines these concepts, emphasising the non-synonymous nature of trajectories and strategies. The objective of the article is to clarify the dynamics of educational trajectories of different generations. The length, content, and variability of educational trajectories in an intergenerational context are being analysed. The empirical basis is formed by the combined RLMS HSE database for individuals from 1994 to 2021, that identifies six generations of Russians according to the classification proposed by V.V. Radaev. An exploratory analysis of the 30th wave of the survey allowed us to identify four generations for further comparative analysis: the "stagnation" generation, the "reform" generation, the millennial generation, and the zoomer generation – 25%, 19.8%, 24.1%, and 24.6% of the total number of respondents in 2021, respectively. A substantive analysis of the educational and professional trajectories of 16,465 respondents was conducted. A typology of their educational trajectories is proposed: direct, multi-component, shortest, absent, and extended. An increase in the proportion of those choosing multi-component trajectories among representatives of the millennial and zoomer generations is demonstrated. The conditions for implementing the chosen educational and professional strategy are examined, as well as the combination of factors associated with the choice of a direct or multi-component educational trajectory. It was found that, while the median lengths of educational trajectories for different Russian generations, expressed in years of schooling, are similar, their variability and fullness are not homogeneous. On the one hand, the increasing number of young people among millennials and zoomers choosing multi-component trajectories for vocational education is associated with the development of vocational education. On the other hand, from the perspective of practical recommendations and social management in education and the labour market, it is a priority to note the relative flexibility of the Russian vocational education system, that allows for the reduction of inequality in educational opportunities.

A key facet to typical undergraduate or graduate global public health programs is an applied practice experience (a practicum) that culminates in shared results and public presentations (e.g., research posters, conference and working papers, needs assessments). Requirements vary by program but may be between 80 and 200 hours of experiential learning. While not required by all undergraduate programs in global public health, a practicum occurs as part of a semester of coursework or internship experience after students have declared the major/minor or have completed an expected number of courses. Some students report that the practicum experience, while essential to their career development and future opportunities, presents certain challenges in terms of access. Practicum opportunities can be rife with assumptions that social networks, privilege, and implicit bias affect and even predict the ability to secure an effective, doable, and career-advantageous project. In 2020, the COVID-19 pandemic meant that much of the applied and experiential aspects of a practicum were necessarily shifted from "realworld" experiences to virtual and "remote" contexts. This article highlights insights from students enrolled in undergraduate global public health programs who were planning "real-life", more "traditional" practicum experiences, and had to necessarily move to "remote" and online engagement. These cases suggest that participation in virtual fieldsites is seen as legitimate, fulfilling for students and stakeholders, and can increase diversity, equity, and inclusion in the public health curricula; fostering best practices in career development.

An engaged diverse biomedical workforce is essential for the health of a nation. Diversity fosters a more creative work environment and is associated with a more accomplished workforce and higher scientific impact. These attributes are particularly important in the fields of biomedical research and healthcare that rely on innovation. Our nation faces unprecedented challenges and opportunities to develop and translate new knowledge into improved health for all individuals through better understanding of disease mechanisms, improved diagnostics and therapeutics, prevention strategies, and evidence-based health policy that can contribute to sustainable models for healthcare delivery and eliminate health disparities. Reaching these ambitious goals will require the identification, recruitment, education, and training of the most talented scientists in the United States. Unfortunately, data indicate that we are not currently benefitting from the talents of all citizens.1-4 This is particularly true for the American Indian/Alaska Native (AI/AN) population.1 AI/ANs represent only 0.6% of the biomedical work force; 0.3% of physicians and medical school faculty and 0.3% of the science and engineering workforce are AI/AN.1-4 Barriers for AI/ANs choosing biomedical careers include poorly funded tribal schools, lack of mentorship, culture barriers, or rural geography. For example, the University of Utah School of Medicine has had active summer research programs for undergraduates for more than 30 years, but has failed to recruit a single AI/AN student. This failure may have been due to cultural differences between majority and minority populations that were not recognized during program development. Our objective was to create a culturally relevant research experience that attracts and nurtures AI/AN students interested in pursuing biomedical careers. We have created the Native American Research Internship (NARI), which is an NIH-funded program that has been recognized with the University of Utah "Beacons of Excellence Award" in 2012, and the "Diversity Award" in 2013. These awards recognize excellence in creating and offering a transformational experience to undergraduate students and the enhancement of diversity on campus. We provide a description of the development and outcomes of the NARI program. To address the disparity of AI/AN students' inclusion in undergraduate research programs, the University of Utah Department of Pediatrics and the Utah Center for Clinical and Translational Science (CCTS) proposed developing an undergraduate research experience to support AI/AN students based on the principles of community engagement (Table 1). The principal investigators began a dialogue with AI/AN elders and eventually formed partnerships with the AI/AN community. Partners included tribal elders from the Navajo Nation, Community Faces of Utah that is a CCTS organization that supports diverse communities, the Urban Indian Center of Salt Lake City, and Primary Children's Hospital. These groups helped to develop the Native American Summer Research Internship (NARI) program and have provided guidance over the last 5 years that has enhanced and supported the programs. Goal: creation of a AI/AN summer research internship Population: AI/AN and University of Utah The NARI summer programs include a number of cultural adaptations designed to promote trust, recruitment of students, and retention in scientific disciplines. Tribal elders felt that the most effective way to eliminate health disparities among AI/AN people was to increase their representation in the biomedical workforce. Elders stated that the Native communities wanted access to AI/AN health care providers and wanted to participate in clinical research conducted by AI/AN scientists. They believed AI/AN undergraduates could benefit from exposure the biomedical professions by participating in summer research and career development experiences that respected the Native heritage of the students. In response, tribal elders, AI/AN community and faculty members, other faculty, staff, and students built a trusting partnership and participated in the design and development of a 10-week NARI Program for undergraduate AI/AN students interested in pursuing a biomedical career. The NARI program provides a residential experience on the University of Utah campus and students receive a stipend, meal plans, and access to campus amenities. Students are housed together to avoid social isolation and participate in an orientation that includes both training and social events that provide opportunities for the creation of supportive peer and mentored relationships. Students are then assigned to scientific mentors and participate in rigorous hands-on research. Research experiences span the translational spectrum from basic laboratory science through clinical trials and health services research. Students are able to select the type of research project that they would like to experience. The program directors work to identify investigators working in scientific areas that are of related to the health priorities of AI/AN communities such as diabetes, heart disease, lung disease, and cancer. All research experiences support AI/AN cultural values. Students, mentors, and program directors engage in dialogue about the selection of a research project and include topics such as participation in research that involves animals and the sacred nature of animals in the Native communities. Critical and unique to the NARI program is the continued role of community partners during the summer experience and in the months between. This includes employing a member of the Diné (Navajo) community who serves as the program coordinator. The placement of a member of the AI community in this role facilitates the recruitment of students through trusted individuals from tribes, tribal colleges, and AI programs at institutions outside of the University of Utah and the state. The AI/AN community is also involved in the selection of students for the program. Another unique element of the NARI program is the assignment of an AI/AN cultural mentor to each student. These mentors come from the campus and local community and most work in scientific disciplines. The cultural mentors are available for continued support of the student's cultural identity in and out of the classroom and they serve as an important translator for students as they immerse themselves in in the new culture of biomedical research. During the summer experience, we host weekly "talking circles" at the lunch hour. Talking circles consist of research presentations, discussion of AI/AN health issues, and topics related to professional development. Scientific and cultural mentors attend and support students as they reflect on their academic, career, and personal development. Students share their experiences and challenges. Scientific, cultural, and peer mentors presence enables students to grow in confidence in many domains. Research mentors, cultural mentors, and program staff also meet individually with NARI students during the internship. Students complete a self-assessment, which then serves as a framework and structure to identify interests, opportunities, and gaps early in the internship. NARI students are able to participate in the internship for two summer sessions and we offer the ability to serve as a teaching assistant for experienced students. The program also extends support beyond the internship. Mentors and program staff assist students throughout the year and provide advising, letters of recommendation, notices of research and academic opportunities, networking, and job references. We use social media and maintain a NARI Facebook page to enhance our communication with interns and to foster communication between former interns and mentors. We market the NARI program extensively at college campuses, AI/AN meetings/conferences and have developed of a website and social media help to recruit AI/AN students from all over the country. We have developed relationships with academic advisors and counselors at many undergraduate institutions that serve AI/AN students. Student applicants provide the selection committee with demographic information including AI/AN tribal affiliation, a personal statement, transcript, and a letter of recommendation. Five members of the selection committee, including three AI/AN individuals, evaluate and rank applicants. Telephone interviews are then conducted with all selected students prior to beginning the program to ensure their research placement aligns with their research interests and cultural values, and to identify personal and career development needs. Expectations are provided to the students during the orientation (see Table 2 for a summary of the NARI educational requirements and opportunities). Students spend 30 hours a week performing research and 10 hours a week attending educational and professional activities. Students have opportunities to present their research findings during our weekly "talking circles," at a University of Utah Summer Research Symposium, and at national meetings. All students are encouraged to submit an abstract to the annual meeting of the Society for Advancement of Hispanics/Chicanos and Native Americans in Science (SACNAS). Students also apply for travel scholarships to attend professional conferences. Financial assistance is available for AI/AN students who are not awarded travel scholarships. All students attend at least one national conference during their internship. Students leave the internship with materials describing their research experience including a power point presentation, an abstract, and a poster that can also be presented at their respective home institutions. Many students receive academic credit at their home institution for participation in the NARI program, enhancing their ability to graduate. • Faculty presentations • Student research presentations • AI/AN health presentations • Abstract preparation/submission • Conference & faculty poster presentations • Writing personal statements • MCAT/GRE preparatory courses • 4-hour credit for undergraduate course • Research administration training series (RATS) courses • Cultural mentor presentations on AI/AN issues in health sciences • Opportunities to connect with Research and Cultural Mentors • Students present their research • Peer and Self Evaluation of student research presentations • Native research network (NRN) conference • Society for the advancement of Chicanos and Native Americans in sciences (SACNAS) conference • Letters of recommendation • Academic advising by research/cultural mentors • Facebook page/networking Other educational opportunities provided during the NARI program are provided to build student skills, expose them to academic and career opportunities across the biomedical sciences, and to foster their involvement in the AI/AN communities. We offer workshops that teach test taking and writing skills and students have the opportunity to take GRE or MCAT preparation classes. We also teach students how to attend a national conference. Students learn how research is presented, learn about student opportunities in professional societies, and network with leaders in their community. Three NARI students have received the best abstract award for medicine, neuroscience, or environmental engineering at the annual SACNAS conference. Students can participate in health-related community outreach and physician shadowing through our partner organizations. The students also have the opportunity to mentor younger AI/AN students through the Urban Indian Center. All of the NARI students invite AI/AN junior high and high school students who attend summer programs at the Urban Indian Center of Salt Lake to their research sites and share their experiences, struggles, and successes. Although the program has been in place only since 2010, we have seen several positive short-term benefits (Table 3). We are able to recruit nationally for the program and have on average two applicants for each position. To date, 46 students, representing 22 tribal nations, 28 colleges/universities, and 13 home states, have participated in the NARI program. All have successfully completed the summer internship and its requirements. Twelve students (26%) have worked in the biomedical sciences as research assistants following the NARI program. NARI students have been extremely successful at their home institutions (Table 3). No student has dropped out of college. Of the 46 NARI participants, 16 (35%) are current undergraduate students and 30 (65%) have completed their undergraduate degrees. Of the graduates, 97% received a science degree and 50% have gone on to graduate programs in science or medical school. The NARI program is an example of effective community engagement leading to full partnership. Cultural adaptations to engage AI/AN students and mentors have been critical for the development and success of the NARI program. NARI students have not only gained research experience, they have been able to build their professional networks and have benefitted from peer and mentor support. These students have gained valuable life experiences essential to career development in any biomedical field. We believe the NARI graduates will contribute in significant ways to the US biomedical workforce. A quote from a summer 2011 student expresses the greatest strength of the program: "…NARI has fostered and strengthened our self-identity as future physicians and scientists. The fires ignited here can bring light to our tribes for generations." This work was supported by NIH/NHLBI 5R25HL108828 (MH, SH, KB, and CLB), NIH/NIMHD 5R25MD006781 (MH, SH, KB, and CLB), and NIH/NCATS 1UL1TR001067.

PurposeThis study aims to investigate the relationship between different organisational development programmes (360-degree feedback; Coaching; Job assignment; Employee assistance programmes; On-the-job training; Web-based career information; Continuous professional development; External education provision) and employees’ career development. The implications of the moderating effects of gender on the relationships between these eight organisational programmes and career development are assessed.Design/methodology/approachTo examine hypothesised relationships on eight organisational programmes and career development, this paper computed moderated regression analyses using the PROCESS macro (3.5), for a two-way analysis of variance (Hayes, 2018). The data collected are based on a survey sample of employees (n = 322) working in Scotland.FindingsTwo main findings arose from this empirical study. First, there are significant direct relationships between seven out of the eight organisational development programmes and their influences on employees’ career development. Second, gender is a significant moderator for four of the programmes’ relationship with career development, namely, coaching, web-based career information, continuous professional development and external education provision. However, gender failed to moderate the four other programmes’ (i.e. 360-degree feedback, job assignment, employee assistance programmes and on-the-job training) relationship with career development.Originality/valueThis paper concludes that closer attention should be given to the organisational design of these development programmes and consideration of potential gender differences in employees’ perception of their importance for career development in their organisation. To date, the majority of research in the literature has concentrated on the impact of training on career development, so this study contributes to the body of knowledge on a set of organisational development programmes and their effect on career development moderated by gender.

The article deals with contemporary foreign and Russian sociological research in the field of horizontal professional mobility. Interest to this issue had increased in the late 1970s; by the late 1990s, significant empirical data had been accumulated, which allowed for conducting in-country and cross-country comparisons. The experts focus on such problems as territorial mobility when it comes to professional fulfillment, the influence ofage, the level of wages and satisfaction with one’s previous j ob, as well as gender and inter-ethnic differences when it comes to changing one’s professional trajectory. Research approaches and the identified predictors of such mobility are described in the paper. The analysis of horizontal professional mobility today is mainly represented in the studies of both labor force in general, and of professional groups in Germany and post-reform China. Studies by Russian sociologists are distinguished by the use of the stratification and activity approach, in which the relationship between the individual choice of changing one’s professional trajectory and socio-economic, political changes in the country, together with structural shifts in the modern economy is established and explained. A review of theoretical and empirical sociological research allows for concluding that horizontal professional mobility and flexibility oflabor resources have a “cumulative effect” on career development, due to an increase in knowledge and competencies. As a result, an increase in labor productivity is expected over time. Attention is drawn to the fact that not many studies can be characterized as a complex study of horizontal professional mobility, and not many of them focus on the aspects of changing professional trajectories and the role and importance of education in changing one’s professional activity. Sociologists and economists note that the scale of professional mobility in the Russian Federation is vast, but at the same time underestimated, and the process of changing one’s professional trajectory and mastering a new profession is poorly understood.

The article belongs to the category of cases, and is aimed at investigating the characteristics of graduates’ employment immediately after university as well as attempting to understand how their starting professional trajectories results reflect the higher education quality. The authors emphasize the importance of studying the relationship between labour market and higher education system through feedback mechanisms with university graduates six month later after university in terms of scientific research (identifying the features of graduates’ educational and professional trajectories development) and in terms of practical implications (the effectiveness of investing in high-skilled specialties reproduction, their training and preparation for the regional labour market). The Ural Federal University experience in measuring the educational environment quality (taking into account the research design) allows for comparing the graduate sociological survey outcomes (responses over a wide range of parameters was more than 30 % output of graduates 2017) and university administrative database (the parameters of academic achievements, education levels, educational directions). In addition an overview of the employment indicators and starting salaries of the Alumni Employment Monitoring is presented, which indicates the differentiation of the characteristics of starting professional trajectories by the bachelor’s and master’s educational level of the university graduates of 2014 and 2015. Analysis of these data also shows that UrFU is the largest university in the region for young professionals’ production (10 % of the total graduates’ number in the Urals Federal District). Research results demonstrate contribution to the young specialists training for region needs: 69 % of bachelor’s degree graduates 2017 and 79 % of master’s degree graduates got the job in the region. The case of the Ural Federal University helps to extend he view of the university contribution to the young professionals training quality at different educational levels. Research results show that graduates expect their professional and career trajectories development from investments in higher education, however, master’s degree graduates in starting professional trajectories can count only on the salary premium in the amount of 8 %. The key conclusion of the study is as follows: combining work and study allows graduates to integrate into the labour market more quickly, but those who continue educational trajectories in the masters and post-graduate educational program, more often find a main specialty job. On average 83 % of master’s degree graduates get a job similar to specialization obtained during higher education. To satisfy the needs of the regional labor market in highly qualified specialists and forecast their output, it is necessary to form the value orientations of talented undergraduate students who were able to identify their natural aptitudes to the professional activity in which they were getting a bachelor’s degree in higher education, and consequently involve prospective students into master’s educational programs.

Using social cognitive career theory (SCCT), we examined the career development of students in sex-typed postsecondary Vocational Technical Education (VTE) programs in the Chilean context. We assessed the moderating effects of students’ socioeconomic background, sex, membership to the sex-atypical group, and the intersection of these attributes across SCCT measures and the model’s predicted relationships. The results showed that students in sex-atypical careers, particularly low-income students, perceived supports and barriers differently, and that supports and barriers have different effects on self-efficacy and outcome beliefs. We also found differences between female and male students in these careers path, which suggests that the former face more challenges. However, we also found that their career development process unfolds similarly, suggesting that strategies designed to support these groups may be equally helpful for female and male students. We discuss the findings in light of prior literature and offer practical implications for VTE institutions.

Background. In a 21st century context, it is essential to develop skills for working together to achieve common goals. Research demonstrates that with Cooperative Learning, students acquire verbal, cognitive and social skills. In addition, the prospect of learning how to resolve problems peacefully by working to achieve a common good are the skills needed for constructing democratic citizenship. Even though it is important for future learning that students learn how to work together in the early years, very few interventions with Cooperative Learning have been implemented in early childhood education. Investment in young students’ education could be a way of preventing disadvantage, especially in children from low socio-economic backgrounds. The beliefs teachers hold about pedagogy is a crucial determining factor for their behaviour inside the classroom. Little is known about Cooperative Learning in a Chilean context, and furthermore, there is a paucity of research about the beliefs early childhood teachers hold regarding the use of this pedagogical approach to learning. Aim. The purpose of this research project was to identify, describe and understand Chilean early childhood teachers’ beliefs, attitudes, intentions and experience towards the use of Cooperative Learning in their classrooms. Method. A sequential explanatory mixed method research design was implemented. More than 500 Chilean early childhood teachers, teaching either kindergarten or second year in private and public schools, participated in this project. The project consisted in three sequential studies: Study 1 was designed to elicit the beliefs and experiences of 20 early childhood teachers towards Cooperative Learning. Data were collected using individual and group interviews. Study 2 built on the information obtained from Study one and the Theory of Planned Behaviour to construct the Cooperative Learning in Early Childhood Questionnaire (CLECQ) to investigate early childhood teachers’ beliefs, attitudes, and behaviours towards the use of Cooperative Learning. The CLECQ was then administered to 500 teachers. Confirmatory factor analysis and structural equation modeling were conducted to confirm how well the data fitted with the Theory of Planned Behaviour and how the relationships between Attitudes, Subjective Norm and Perceived Behavioural Control (central aspects of the Theory of Planned Behaviour) contributed to teachers’ Intentions to use Cooperative Learning. Study 3 explored the differences between the groups of teachers (i.e., those who taught in kindergarten or second year and those who taught in private or public schools) in their beliefs and attitudes regarding their use of Cooperative Learning. Results. Teachers showed positive attitudes towards the use of Cooperative Learning in their classrooms. The advantages they identified are related to personal and social skills, while they tended to omit cognitive skills as an outcome of Cooperative Learning. Teachers in general, and specifically teachers in public schools, believed they did not have the competencies to use Cooperative Learning, and that schools do not facilitate the implementation of its use. The results of the confirmatory factor analysis and structure equation modeling supports that the Theory of Planned Behaviour framework and their three constructs characterize and predict intentions and use of Cooperative Learning of early childhood teachers in the Chilean context. The highest correlation with intentions was Perceived Behavioural Control, followed by Attitudes, while Subjective Norm had the weakest association. Therefore, the perception of “how in control” teachers feel about using Cooperative Learning in their classroom would be the strongest predictor of their intentions to use Cooperative Learning. In the paper version of the questionnaire, public school teachers reported lower intentions towards using Cooperative Learning, and perceived they were able to exercise less control implementing Cooperative Learning than private school teachers. There were no significant differences between teachers who taught kindergarten and those who taught second year. Conclusions. It seems that while there is some Cooperative Learning occurring in early childhood classrooms in Chile, it appears to be in a very embryonic stage. This study shows that the most powerful variable that is affecting the intention of teachers to use Cooperative Learning is their perception of the low level of control they would have in using Cooperative Learning in their classroom. In order to address this issue and increase their self-efficacy, it is recommended that professional development be provided to early childhood teachers for the use of Cooperative Learning, a community of learning be created among colleagues, and other educational players be included in the process, as well as the school providing the right/appropriate environment for cooperation to thrive. Teachers’ beliefs should always be considered in the design of public policies or educational programs, the Theory of Planned Behaviour appears to be an appropriate theory framework to elicit and understand the beliefs of early childhood teachers in a Chilean context regarding the use of Cooperative Learning.

Globalisation, economic changes and high unemployment rates bring different views on the choice of profession and the career development, as well as on the new challenges which are placed before the pedagogues, who usually carry out the professional guidance as educational specialists in Croatian schools. Certain individuals naturally develop an ability to set clear goals and focuses in their lives, but there are many individuals who need assistance in terms of the professional self deveopment. The authors of the paper present their theoretical assumptions on the importance and determinants of professional guidance, the crystallisation of the professional self, professional interests, and professional maturity. In addition, they present the research results on the population of pre-school children, the eighth grade primary school pupils, and the fourth grade secondary school pupils regarding their professional interests and professional maturity in making educational and professional choices. The results indicate a lack of a systematic approach to professional guidance in the Croatian education system, whereby the participants do not take into account all the necessary factors when deciding on an appropriate future occupation.

If there is one characteristic that captures well the dimension of the employment of European migrants, it is flux. Getting a job in Singapore or Tokyo is one challenge; to rise within the firm or to ‘successfully’ transfer jobs is another. The labour market and employment structure in Singapore and Tokyo could hardly differ more. Yet, despite these contextual differences, the golden thread running through migrants’ narratives and, in fact, their outcomes, are strikingly similar. Part II of this book sketches migrants’ professional trajectories over the years, which for many are their first years of employment, that is, the early career. This first stage in the working life is crucial for later career development. As such, the pages that follow zoom in on the process of migrants’ career building against the macroeconomic background of Singapore’s neoliberal labour market and Japan’s segmented labour market and in-house careers.

In this article we describe the Books 2 Basketball (B2B) program created by a school counsellor for Black youth along with some preliminary outcomes examined after its implementation. This program was not evaluated for effectiveness but to determine if the program was feasible and to share feedback from some of the participants. The B2B program is facilitated after-school and geared toward exposing Black youth to college preparatory dialogue using the development of basketball and academic skills. The overarching goal of this program is to promote students??? potential for academic success, which enhances post-secondary options, by teaching children basic basketball and basic arithmetic/mathematical skills (i.e., how to calculate fractions, percentages, decimals, and ratios). The feedback from the student participants provides implications for the use of sport and recreation-related programs to promote their learning, career development, and physical health. We conclude this article with implications for research, practice, and policy for educators unveiling the brilliance of Black/African American youth.

Career Development