This study examines the absence and presence of race- and anti-Black-related issues in Canadian political science. This research employs a six-pronged mixed methods approach, combining quantitative data analysis with qualitative examinations of race debates within the discipline. It investigates introductory textbooks, Black Studies programs, graduate courses, comprehensive examination reading lists, the Canadian Journal of Political Science and academic awards. The findings reveal that Canadianists are not exempt from the effects of racism. The results highlight significant challenges in decolonizing Canadian political science, such as incorporating race into university curriculum and providing diversity training for editorial committees at major academic presses. This study underscores the pervasive reach of racism and anti-Blackness in the country and calls for adopting relational approaches to studying Black people in Canada. It contributes to the growing discourse on anti-Blackness, addressing crucial gaps in the discipline.

Supervisors shape the PhD student experience and play a critical role in students’ development. To what extent and in what ways are faculty engaged in mentorship? Are faculty mentoring more or differently now than in the past? This study of political science faculty from political science departments offering PhD programs in the English language finds that graduate supervision is changing over time, with mentorship practices becoming both more common and more varied. Supervisors do not appear to be simply replicating their own limited experience of mentorship as a PhD student. Instead, supervisors are becoming more actively and directly involved in their students’ research careers in ways that increase their students’ career opportunities. There is opportunity for institutions, at both the university and department level, to further invest in building the capacity and ability of supervisors to be effective mentors.

Supervision is a widely recognised component of counsellor training, yet little is known about the clinical supervision training of rehabilitation counsellor educators during their doctoral education. Using syllabi from doctoral rehabilitation counselling programmes, this article discusses the state of clinical supervision in doctoral-level training, and its teaching and clinical implications. 16 of the 25 Ph.D. programmes in rehabilitation responded to contact, and 11 programmes reported offering a course in supervision. Eight of these programmes shared the syllabus for their doctoral-level supervision course(s). The syllabi were analysed to find common themes related to content, learning objectives, assignments and readings. These themes are discussed, and are followed by five recommendations on the manner in which clinical supervision should be provided in rehabilitation doctoral programmes.