Julio C. Canedo, Dianna L. Stone, Stephanie L. Black and Kimberly M. Lukaszewski
Although there has been considerable research on entrepreneurship (Rauch and Frese, 2000), there has been limited research on Hispanic entrepreneurs (e.g. Peterson, 1995; Shinnar…
Abstract
Purpose
Although there has been considerable research on entrepreneurship (Rauch and Frese, 2000), there has been limited research on Hispanic entrepreneurs (e.g. Peterson, 1995; Shinnar and Young, 2008; Zarrugh, 2007), and much of the literature has been atheoretical or fragmented. Therefore, this paper uses an existing model of entrepreneurship (Baron and Henry, 2011) to understand and explain the factors related to the behaviors of Hispanic entrepreneurs. The purpose of this paper is to consider the literature on Hispanic entrepreneurs relevant to each stage in the model, and presents testable hypotheses to guide future research on the issue.
Design/methodology/approach
In order to uncover the research on Hispanic entrepreneurs several databases were searched including ABI Inform, PsyArticles, and ProQuest. In addition, a review of key entrepreneurship and Hispanic journals (e.g. Hispanic Journal of Behavioral Science) was conducted. Relevant papers from 1980 to date were included.
Findings
Significant research on ethnic entrepreneurship has been conducted, especially on the personal characteristics of entrepreneurs. The extant literature, however, has been primarily atheoretical and lacks empirical evidence to support a consensus regarding the findings. The authors provide a model to guide research on Hispanic entrepreneurs.
Practical implications
Research revealed that Hispanics may be more likely to start new businesses, but also more likely to fail than Anglos (Sullivan, 2007). As a result, this paper highlights the potential obstacles affecting the behavior of Hispanic entrepreneurs, and considers a number of practical implications for enhancing their success rates.
Social implications
Hispanics are the fastest growing minority group in the USA, and entrepreneurship often provides a springboard for their economic advancement and social integration (Wang and Li, 2007). As a result, the present paper has important implications for increasing the success rates and integration of Hispanics in US society. It may also have key implications for policy makers who are trying to identify strategies for increasing the number of Hispanic new business ventures in our society.
Originality/value
The authors believe that this paper adds value to the literature because it uses a theoretical model to explain the factors thought to affect the behavior of Hispanic entrepreneurs. Also, it identifies a number of avenues for future research on the topic. Even though there has been some research on Hispanic entrepreneurs, the authors believe that the current framework will identify the key gaps in the literature and foster additional research.
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Tonia R. Durden and Stephanie M. Curenton
In this chapter, we dismantle the current educational rhetoric that pervasively characterizes Black children as being at-risk, deficient, or underachievers. Instead, we replace…
Abstract
In this chapter, we dismantle the current educational rhetoric that pervasively characterizes Black children as being at-risk, deficient, or underachievers. Instead, we replace this deficit-oriented rhetoric with one that encapsulates the cultural and educational excellence that inspires Black children to reach their potential. First, we provide an overview of the current educational landscape for Black children and articulate by whom and how Black children are being educated. Next, we then define educational success and excellence within the context of an African-centric perspective of holistic development and wellness. Then, we highlight programs, schools, and approaches that have been successful in educating Black children. Finally, we identify key principles and guidelines in educating Black children that will have educational, research, and policy implications.
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Sandra E. Cha, Stephanie J. Creary and Laura Morgan Roberts
Black people, as members of a historically underrepresented and marginalized racial identity group in the workplace, are often confronted with identity references – face-to-face…
Abstract
Purpose
Black people, as members of a historically underrepresented and marginalized racial identity group in the workplace, are often confronted with identity references – face-to-face encounters in which their race is referenced by a White colleague in a comment, question or joke. Identity references can be interpreted by a Black colleague in a variety of ways (e.g. as hostile and insulting or well-intentioned, even flattering). Identity references can derail the building of relationships across difference, but under certain conditions may open the door for deeper understanding and connection. The conceptual framework in this article delineates conditions under which an identity reference may elicit an initial negative reaction, yet, when engaged directly, may lead to generative experiences and promote higher connection and learning in relationships across difference.
Design/methodology/approach
This article builds theory on identity references by incorporating relevant research on race, identity, diversity, attribution and interpersonal relationships at work.
Findings
The framework identifies a common precursor to identity references and three factors that are likely to influence the attribution a Black person makes for a White colleague's identity reference. It then describes how, based on that attribution, a Black person is likely to respond to the White referencer, and how that response is likely to affect their interpersonal relationship over time.
Originality/value
By explicating how a single identity reference can have significant implications for relationships across difference, the framework deepens understanding of how race affects the development of interpersonal relationships between Black and White colleagues at work. In doing so, this article advances research on race, diversity, workplace relationships and positive organizational scholarship.
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Renae D. Mayes, E. Mackenzie (Ken) Shell and Stephanie Smith-Durkin
While the literature on twice exceptionality is growing, it often focuses on twice exceptionality generally, overlooking within group differences that may create unique…
Abstract
While the literature on twice exceptionality is growing, it often focuses on twice exceptionality generally, overlooking within group differences that may create unique experiences for students. As such, there is a need to explicitly detail these differences to push the knowledge base forward. This chapter focuses on the unique needs and experiences of twice exceptional (2E) Black boys as they navigate K-12 schools. Further, this chapter details the ways in which school counselors may respond to their needs through comprehensive, antiracist school counseling practices. Finally, implications for policy and research are discussed.
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Angela Danielle Carter and Stephanie Sisco
This case study, within the context of boundaryless and protean career development frameworks, investigates linguistic profiling and how code-switching is used to mitigate its…
Abstract
Purpose
This case study, within the context of boundaryless and protean career development frameworks, investigates linguistic profiling and how code-switching is used to mitigate its impact on Black leaders during their careers. The experiences of Black women coaches and the coaching support they offered Black women clients in code-switching, leadership and career advancement are described. The value of leadership coaching when used to navigate these career progression challenges is emphasized.
Design/methodology/approach
The study employed a multiple-case study approach of two Black women leadership coaches.
Findings
The findings of this study illustrate the understanding of code-switching and the coaching techniques employed by two Black women leadership coaches. Sage focused on educational strategies, offering historical contexts and resources, while Khadijah leaned on empathy-driven methods, using storytelling to evoke reflection. Both coaches emphasized creating safe spaces for open dialog, encouraged clients to reconsider their actions and values regarding code-switching challenges and sought to prompt clients towards authenticity while navigating career spaces effectively.
Practical implications
Additional strategies for coach practitioners include cultivating trust and a safe environment; active listening; challenging biases and assumptions; contextual understanding; empowering authentic self-expression; fostering skill development; challenging stereotypes; promoting autonomy and flexibility and adopting cross-cultural sensitivity, humility and competence. These practical coaching strategies bridge the gap in career development research by demonstrating how race-conscious strategies can promote workplace inclusivity and promulgate career development.
Originality/value
The study underscores the problem of linguistic profiling, the complexity of code-switching and implications for Black women navigating their career journey within professional spaces. It highlights the significance and value of tailored leadership coaching strategies to promote career advancement. This study addresses the gap in career development research related to linguistic profiling avoidance strategies for workplace inclusivity.
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Robert P. Robinson and Stephanie Patrice Jones
The purpose of this study was to examine the preservice educational narratives of Black English teachers in an effort to determine their experiences within teacher education…
Abstract
Purpose
The purpose of this study was to examine the preservice educational narratives of Black English teachers in an effort to determine their experiences within teacher education programs with assigned white cooperating teachers.
Design/methodology/approach
Drawing upon Black storytelling, testimony and breath in narrative analysis, this study showcases how Black preservice teachers navigated regularized surveillance and abandonment as part of student teaching practicum.
Findings
The authors argue that, in response to their treatment, these Black preservice teachers created resistance strategies as a way to fill the mentorship void and sustain their own future teaching careers.
Originality/value
The literature on Black preservice teachers does the critical work of examining how they experience their racial, linguistic and gendered identities in the classroom; however, this study focuses on their experiences with white cooperating teachers – an underresearched area in the past 10 years.
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Kiara S. Summerville, Erica T. Campbell, Krystal Flantroy, Ashley Nicole Prowell and Stephanie Anne Shelton
Qualitative research consistently centers Eurocentrism through courses' integrations of ontological, epistemological and axiological perspectives. This literal whitewashing was a…
Abstract
Purpose
Qualitative research consistently centers Eurocentrism through courses' integrations of ontological, epistemological and axiological perspectives. This literal whitewashing was a source of great frustration and confusion for the authors, four Black women, who found their identities omitted and disregarded in qualitative inquiry. Using Collins' outsider-within concept and collective narratives to center their experiences, the authors seek through their writing to actively repurpose and re-engage with qualitative scholarship that generally seeks to exclude Black women.
Design/methodology/approach
Theoretically informed by Collins' outsider-within concept, the authors use Deleuze and Parnet's collective biography to tell the stories of four Black doctoral students negotiating race, gender, class and intellectual identity, while critiquing Eurocentric theory, through coursework. The collaborative writing process provided shared space for the engagement of individual thoughts and experiences with(in) others' narratives.
Findings
Black women can interpret qualitative inquiry outside of the Eurocentric norm, and qualitative courses can provide spaces for them to do so by repositioning Black women philosophers as central to understanding qualitative inquiry.
Originality/value
Through collective biography (Deleuze and Parnet, 2007), this paper centers the voices of four Black women scholars who use a creative writing approach to think with/through theory as Black women (Jackson and Mazzei, 2012). The paper offers new discussions of and ways in which qualitative researchers might decolonize Eurocentric ways of knowing in qualitative inquiry and qualitative pedagogy from students' perspectives.