Abstract. The project upon which this paper is based is a qualitative study of the supervision [thesis advising] 1 of research students [graduate students] in departments of education and psychology in three British universities. Two models are apparent in the literature of supervision. The technical rationality model gives priority to issues of procedure or technique, while the negotiated order model conceptualizes supervision as a process open to negotiation and change. We look at supervisory style, reporting findings on the nature of tutorials [meetings] between supervisor and student, the extent of direction given by the supervisor to the project, and the nature of the interpersonal relationship between the parties. We also consider student strategies. Our findings suggest that although the technical rationality model has much to recommend it, a negotiated order model is a better description of what happens in practice.The project upon which this article is based is one of several linked qualitative studies on the research [graduate] ~ student experience in the social sciences. 2 Together these studies covered a range of subjects, regions, and institutions, although each had a somewhat different focus from the others. Our particular interest was in the supervision [advising] of research students in education and psychology. Thesis supervision has been little studied, despite numerous testimonies to its critical importance and exceptional difficulty, e.g. 'the most complex and subtle form of teaching in which we engage ' (Brown and Atkins 1988, p. 115).In the UK, doctoral students and many master's degree students in the social sciences typically obtain their degrees 'by research' and do not follow coursework programs on the North American model, although there now tends to be some systematic research training provided in the first year) Graduate education remains relatively marginal in the British system (Becher 1993) and arts and social science students are unlikely to have either a large cohort of fellow students or a thesis committee. Consequently the student's relationship with a supervisor is a key element in his or her progress.A common concern in graduate education across countries is the number of students who fail to complete their dissertations (Blume 1986). In Britain, the Economic and Social Research Council (ESRC) brought about a dramatic improvement by prohibiting social science students with grants from studying in departments with poor completion rates. There are a number of reasons why such a policy might be successful. Improved supervision might be one of these reasons.

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This chapter provides a glimpse into the experiences of two Black male educational leaders and children of the Civil Rights Movement. Their parents migrated from the Jim Crow South to Detroit, Michigan, and Inglewood, California respectively, teaching them to work fervently and inspiring them to become educators. During their journey, the authors noticed that they had to be twice as good as their white peers to practice in educational institutions. However, they were committed to empowering their students and acquired the credentials and skills to become educational practitioners. As leaders in K-12 and higher education, they realized the significance of their personal narratives—which are connected to a rich legacy of activism, resilience, and collective resolve—to improve the lives and conditions of the Black community. This chapter informs current and future leaders about Black people's experiences within the U.S. education system. Principally, the authors highlight how cultural assets improve instructional practices, learning conditions, and academic outcomes for Black students.