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Depending on their institutional context, for new faculty members to successfully manage their transition from doctoral studies to early career, they must show potential as researchers. The purpose of this study was to learn about supports and barriers to researcher development in new faculty members.

The investigators solicited open-ended responses from early career faculty members (N = 49) in an online survey. Content analysis was used to provide an initial categorization of supports and barriers identified by the participants.

Ten barrier categories (e.g. lack of resources, previous training, lack of mentoring, workload) and eight support categories (e.g. effective research collaborations, supportive university environment, funding) were identified.

Findings were framed with a social cognitive conceptual model, which parallels previous studies in doctoral research training environments and research productivity and builds on our knowledge of early career faculty development. The study was limited in terms of number of participants and online response format.

Practical implications to minimize barriers and enhance supports for new faculty researcher development were identified (also drawing from the conceptual model, SCCT).

Thus, the study has value for university policymakers, administrators, faculty peers, research mentors and assistant professors or doctoral students seeking to develop as researchers.

This study aims to understand the asset and success factors that contributed to college completion of African American males who persisted through college. Only a dismal 22 per cent of African American males receive bachelor’s degrees compared to 41 per cent of White males (Kena et al., 2015).

The data were analyzed using interpretive phenomenological analysis. The authors interviewed two first-generation African-American males from rural backgrounds to capture their experiences of their process to college completion.

Themes, based in cultural capital theory, that impacted their college persistence were identified within their pre-college experiences, college experiences and post-college perceptions. Recommendations for helping rural African-American males attend and persist through college are offered.

Only two participants from one predominately white institution in the southeastern USA were interviewed. Rural students from other geographical areas might have different backgrounds, challenges, assets and successes. Although the interview questions were based on relevant literature, they may not have covered all key aspects of the participants’ experiences. As in any qualitative study, biases of the researchers and research team may have influenced the results, although these were identified and shared before reading any of the transcripts and then discussed several times during the data analysis process.

Educators not only should try to address the cultural capital limitations of these men but also highlight and build on their cultural assets. These assets include familial and platonic individuals who see their potential for success and encourage them to attend college to become something better than what they see in their community, reverse role models who encourage youth to make different choices than they did, media-based examples of successful Black students, cultural messages of strength and determination (e.g. Million Man March) and the exhortation to be an example that other African-American boys could look up to.

This paper addresses the need for K-12 and higher education institutions to understand how to assist first-generation, rural African-American males in getting admitted to college, matriculating through college and graduating from college.

The purpose of this article was to describe Hossler and Gallagher’s (1987) college choice model and emphasize the predisposition phase of the model as the starting point for school counselors’ efforts to help African American parents foster their children’s college planning in the college choice process.

The authors wrote this manuscript as a conceptual approach to helping school counselors work with African American parents in their children’s college planning process by including two case studies as examples.

This is a conceptual article.

School counselors should be culturally competent and aware of how African Americans rear their children to help them successfully navigate college planning. For example, school counselors can learn about and share information with families about colleges that have support programs assisting African American students toward college completion.

This paper is important to the field of education as it contributes to the literature regarding how school counselors can assist students in becoming college and career ready by working with their parents using a college choice model.

Peer-to-peer (P2P) lending facilitates direct online lending and aims to provide financial inclusion and investment returns. Lender goals range from for-profit to pro-social and objective information is limited, which highlights the need to examine heuristics.

This study examines 1,347 lending decisions by finance students on a mock P2P site. Testimonials were used to randomly condition the financially literate lenders towards for-profit or pro-social decision-making. Each investor evaluated three loans. The three loan applications were identical except for a female or male headshot (vs an icon) and random reports of 50% funding for the female or male loan in 3 days (vs 11 days for opposite gender and 7 for icon). Previous research surveys students on a mock platform (Gonzalez, 2020) and reports similar heuristics and lifelike decisions in student and general population samples (Gonzalez and Komarova, 2014).

Lenders randomly conditioned towards pro-social lending state lower trust in borrowers. However, pro-social investors state lower risk in P2P lending and higher financial literacy. Second, pro-social investors are more confident when lending to borrowers highly trusted by other lenders, especially if the popular loan applicant is female. Third, pro-social conditioning increases lending to male applicants when the popular loan applicant is female. Fourth, pro-social investors who have experienced financial trauma have greater confidence in bad loan recovery.

This is the first study of heuristics in pro-social vs for-profit P2P lending. In addition, it shows that testimonials can effectively condition lending goals and affect trust and risk perceptions.

The 2008 and 2020 crises reinvigorated discussions on the need to deepen financial inclusion through fintech. Peer-to-peer (P2P) lending facilitates pro-social direct lending to less “bankable” strangers while providing returns to at-times less experienced lenders. Information asymmetries and credit risk are substantial, and previous research finds suboptimal heuristics in for-profit lenders (Gonzalez, 2022). This study examines further the role of gender to facilitate “doing well while doing good”.

This study examines 663 pro-social lending decisions by finance students on a mock P2P site. Testimonials were used to condition participants towards pro-social decision-making. Each participant was asked to make three lending decisions. The three loan applications were identical except for a female or male headshot (vs a control icon), and a randomly assigned difference in the trustworthiness or popularity of the male vs female loan applications among other lenders. Loan popularity is reported as a lower number of days needed to fund half the identical loan amount requested in the three loan applications (3 vs 11 days for headshot applications, and 7 days for control one).

Self-recognition in similar-age borrowers is more pronounced for lenders who have experienced financial trauma. Second, male lenders report higher confidence in their financial literacy and cash collateral. Third, cash collateral increases lending only to female borrowers. Fourth, higher perception of one's financial literacy increases confidence only when lending to females.

This is the first study to examine the role of gender, financial literacy, identification with borrowers, and collateral perception in pro-social P2P lending.

The gradual implementation of blockchain technology in peer-to-peer (P2P) lending platforms facilitates safer, transparent and quick access to funds without having to deal with the more complex and costly processes of banks. Beyond that, the purpose of this paper is to examine trust-enhancing heuristics that show a need for blockchain to assist in monitoring and bad loan recovery.

This study examines 909 lending decisions by 303 finance students on a mock P2P site. Each participant was asked to make three lending decisions. The loan applications were identical with the exception of a female or male photo (vs an icon) and reports of having raised half the loan in either 2 or 11 days (vs 7).

Investors who have experienced financial trauma are more likely to herd and lend higher amounts to loan applicants that are highly trusted by other lenders. This effect is more pronounced for male investors lending to highly trusted female loan applicants.

Blockchain can compensate for behavioral biases and improve monitoring by helping track digital money transactions and assisting in bad loan recovery efforts.

This study is the first behavioral experiment to examine herding in P2P lending. The findings complement and corroborate those by Gonzalez and Komarova (2014, 2015) and emphasize the need for blockchain to assist beyond trusted records and safe transfers of funds.

Although the literature on corporate governance and firm innovation finds that board independence is important, this paper proposes that the presence of independent directors alone is not enough to explain their impact on firm innovation. This study analyses if diversity among independent directors may affect the relationship between board independence and firm innovation.

A panel data on a sample of 124 Spanish listed companies for the period 2008–2019 used to test the hypotheses.

Results suggest that independent directors have a negative effect on firm innovation, measured as number of patents, but when there are high levels of gender and nationality diversity among such directors, this negative effect may be mitigated.

Considering that firm innovation is a complex process associated with decision-making and that board independence itself may be not enough, this study goes a step further and delves deeper into the characteristics of independent directors. As far as is known, this paper is the first theoretical and empirical study that considers that independent director diversity as a moderating variable between board independence and firm innovation. Besides, this research contributes to the debate on the role of independent directors in firm innovation and the results may also serve as a guideline for policy makers and firms for structuring boards that are pro-innovation.

While bilinguals frequently mix languages in everyday conversation, these hybrid language practices have often been viewed from a deficit perspective, particularly in classroom contexts. However, an emerging literature documents the complexity of hybrid language practices and their usefulness as an academic and social resource for bilingual students. This chapter examines hybrid language practices among English- and Spanish-speaking high school students in an astronomy/oceanography classroom in southern Arizona. Microethnography, or fine-grained analysis of video recordings from long-term ethnographic observation, is used to reveal what bilingual students accomplished with hybrid language practices in the classroom and to outline implications for teachers who want to engage their students’ hybrid repertoires. Specifically, the analyses reveal that careful attention to hybrid language practices can provide teachers with insights into students’ academic learning across linguistic codes, their use of language mixing for particular functions, and their beliefs about language and identity. The research is necessarily limited in scope because such in-depth analysis can only be done with a very small amount of data. Nevertheless, the findings affirm that hybrid language practices can enrich classroom discourse, academic learning, and social interaction for emergent bilinguals. The chapter highlights a teacher’s story in order to offer practical guidance to other teachers who seek to capitalize on the promise of hybrid language practices in their own classrooms.

This study aims to investigate how university students experience a skill transformation process aligned with the sustainable development goals (SDGs). This transformation occurs through their participation in a service-learning programme alongside an international volunteering project. The theoretical framework for understanding this skill transformation process is based on the “rite of passage”.

Qualitative methodology is adopted by conducting 23 online surveys with volunteers (virtual and onsite) and five with coordinators across the rite of passage phases. Volunteering was carried out in five Mayan indigenous communities in Mexico as part of an international cooperation project with the goals of supporting community-based tourism development and strengthening volunteers’ skills in accordance with the SDGs.

Results show that international volunteering programmes for university students significantly enhance their interpersonal and professional skills, demonstrating strong potential for implementing the SDGs. These programmes provide learning and education opportunities for both volunteers and local communities. Volunteers gain a broader perspective on gender equality and cultural barriers. Additionally, volunteering supports sustainable tourism, economic worth and collaboration among institutions. Both volunteers’ personal characteristics (educational level and sociocultural context), as well as their sociocultural context, influenced the perception of the skill transformation process and learning about the SDGs. Finally, a new educational university programme in volunteering aligned with SDGs is proposed.

This research examines the practical ramifications of incorporating volunteer programmes into university courses. Universities must include these initiatives in their educational systems as a means of enhancing student learning.

A new educational university programme in volunteering aligned with SDGs is proposed. This study suggests a shift in university mindset, as well as increased funding for training and adherence to the SDGs.

This study pioneers the rite of passage framework in an international volunteer tourism project facilitated by universities, emphasizing volunteering as a valuable tool for SDG implementation, considering the interrelationships between objectives.

This study aims to investigate the collaboration processes of immigrant families as they search for online information together. Immigrant English-language learning adults of lower socioeconomic status often work collaboratively with their children to search the internet. Family members rely on each other’s language and digital literacy skills in this collaborative process known as online search and brokering (OSB). While previous work has identified ecological factors that impact OSB, research has not yet distilled the specific learning processes behind such collaborations.

For this study, the authors adhere to practices of a case study examination. This study’s participants included parents, grandparents and children aged 10–17 years. Most adults were born in Mexico, did not have a college-degree, worked in service industries and represented a lower-SES population. This study conducted two to three separate in-home family visits per family with interviews and online search tasks.

From a case study analysis of three families, this paper explores the funds of knowledge, resilience, ecological support and challenges that children and parents face, as they engage in collaborative OSB experiences. This study demonstrates how in-home computer-supported collaborative processes are often informal, social, emotional and highly relevant to solving information challenges.

An intergenerational OSB process is different from collaborative online information problem-solving that happens between classroom peers or coworkers. This study’s research shows how both parents and children draw on their funds of knowledge, resilience and ecological support systems when they search collaboratively, with and for their family members, to problem solve. This is a case study of three families working in collaboration with each other. This case study informs analytical generalizations and theory-building rather than statistical generalizations about families.

Designers need to recognize that children and youth are using the same tools as adults to seek high-level critical information. This study’s model suggests that if parents and children are negotiating information seeking with the same technology tools but different funds of knowledge, experience levels and skills, the presentation of information (e.g. online search results, information visualizations) needs to accommodate different levels of understanding. This study recommends designers work closely with marginalized communities through participatory design methods to better understand how interfaces and visuals can help accommodate youth invisible work.

The authors have demonstrated in this study that learning and engaging in family online searching is not only vital to the development of individual and digital literacy skills, it is a part of family learning. While community services, libraries and schools have a responsibility to support individual digital and information literacy development, this study’s model highlights the need to recognize funds of knowledge, family resiliency and asset-based learning. Schools and teachers should identify and harness youth invisible work as a form of learning at home. The authors believe educators can do this by highlighting the importance of information problem solving in homes and youth in their families. Libraries and community centers also play a critical role in supporting parents and adults for technical assistance (e.g. WiFi access) and information resources.

This study’s work indicates new conditions fostering productive joint media engagement (JME) around OSB. This study contributes a generative understanding that promotes studying and designing for JME, where family responsibility is the focus.