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One key determinant of entrepreneurial success is entrepreneurial self-efficacy (ESE), defined as an individual’s confidence in his or her ability to perform entrepreneurial tasks. Whereas previous research has examined how individual and business factors influence ESE, the purpose of this paper is to analyze the influence of entrepreneurs’ social networks upon ESE. The paper examines such relationships for black and white entrepreneurs.

In total, 110 black and white entrepreneurs responded to a survey measuring ESE and critical constructs representing elements of the quality of entrepreneurs’ networks: emotional carrying capacity (ECC) and network ethnic diversity.

The authors found significant, positive relationships between both ECC and network ethnic diversity on ESE for white entrepreneurs but only found a significant positive relationship between ECC and ESE for black entrepreneurs.

While research is clear about the role that ESE plays in entrepreneurial activities, few studies have focused on the factors that improve ESE. In the present work, the authors study the role of context by examining how entrepreneurs’ social networks influence ESE. The authors examine such influences for both white and black entrepreneurs to better understand the implications of ethnicity.

The purpose of this paper is to move beyond individual level characteristics of founders to explain the performance gap between white and black majority owned new ventures. It specifically investigates three potential mediators: demographic characteristics of venture’s location, financial size of the venture and its credit riskiness.

The Kauffman Firm Survey, a longitudinal data set of 4,928 new ventures started in the USA in 2004, has been utilized in this paper. Pooled OLS and Logit regression models were employed for direct effects. Mediation effects were tested using two different approaches: the Baron and Kenny approach and decomposition analysis.

The paper finds that the financial size and credit riskiness mediate the relationship between majority race ownership and the performance of a venture.

The data were collected for a single cohort (2004) of nascent firms; furthermore, the sample draws from firms based in the USA. Future studies could replicate this research utilizing samples of different cohorts and from other parts of the world.

The paper provides important guidance to policy makers. In general, to reduce the performance gap between black and white owned ventures, providing access to subsidized assets, capital and credit could be very helpful.

Past research suggests that the majority race ownership of a new venture impacts its performance and attributes these differences to heterogeneous endowments, usually of the primary owner. In this paper, analyses are conducted at multiple levels and new mechanisms through which the internal resources and capabilities of a new venture mediate the relation are discovered.

The purpose of this study is to fill the gap and apply a fault tree analysis (FTA) in detention lists of Black Sea Region published port state reports from 2005 to 2016. The study analyzes valid records of 2,653 detained ships with 6,374 deficiencies based on a strategic management approach. This paper sets up FTA technique to assess the detention probability of a random ship which calls the Black Sea Region with the help of detention lists published within subject years.

This paper is not published elsewhere, and it is based on an original work, which figures out detention probability of a regular ship at Black Sea Region port state control from published lists of Black Sea Memorandum of Understanding (MoU). By utilizing these detention lists, a generic fault tree diagram is drawn. Those probabilities could be used strategically with the most seen deficiencies in the region which all could guide the users, rule makers and the controllers of the maritime system.

FTA has conducted based on the data which was collected from website of BS MoU detention lists that published from 2005 to 2016. Those lists have been published on monthly basis from 2011 to 2016 and on quarterly basis from 2005 to 2010. Proper detention records have been included into the research, whereas some missing records were excluded. Subject lists have been harmonized and rearranged according to Black Sea MoU Detention Codes which was published on October 2017 at Black Sea MoU’s website. According to BS MoU Annual Reports, 58,620 ships were inspected from 2005 to 2016 as seen in Table 1. Those ships were inspected by each member country’s PSOs in the light and guidance of predefined selection criteria of the region. Detention frequency of inspected ships detected as 0.103116 which explains any ship that called any port in the Black Sea Region could be 10% detained after inspected by PSO. Also, each intermediate event-calculated frequency enlightens the probabilities of nonconformities of ships. Although those deficiencies show structural safety and security nonconformities, those probabilities also prove us that management side of the ships are not enough to manage and apply a safety culture. By the light of that, ship owners/managers could see the general nonconformities according to regional records and could manage their fleet and each ship as per those necessities.

In the light of the above analysis, the future research on this subject could be studied on other regions which might enable a benchmark opportunity to users. Also, insurance underwriters have their own reports and publications that could clarify different points of view for merchant mariners and regulators. In this research, FTA is used as a main method to figure out the root causes of the detentions. For future researches, different qualitative and quantitative methods could be used under the direction of subjects.

Detention frequency of inspected ships detected as 0.103116 which explains any ship that called any port in the Black Sea Region could be 10% detained after inspected by PSO. Also, each intermediate event-calculated frequency enlightens the probabilities of nonconformities of ships. Although those deficiencies show structural safety and security nonconformities, those probabilities also prove us that management side of the ships are not enough to manage and apply safety culture. By the light of that, ship owners/managers could see the general nonconformities according to regional records and could manage their fleet and each ship as per those necessities.

With the nature of carriage, shipping business carry out its essential economic attendance in world trade system via inclusion in national and international transportation. As a catalyst in international trade, shipping itself enables time, place and economic benefits to users (Bosneagu, Coca and Sorescu, 2015). Social and institutional pressures generate shipping industry as one of the most regulated global industries which creates high complexity. Industry evolved to multi-directional structure ranges from international conventions (IMO and ILO) to “supra-national interferences” (EU directives), to regional guidance (MoUs) to national laws (flag states). Ship operators endeavor to adopt/fit its industry environment where rules are obvious. With adaptation of industrial environment, ship operators are able to create an important core competency.

This study enlightens the most recorded deficiencies and analyzed them with the help of fault three method. These calculated frequencies/probabilities show the most seen nonconformities and the root causes of detentions in the Black Sea Region in which those results will be benefited strategically that enables a holistic point of view that guide the owners/managers, charterers/sellers/shippers, classification societies, marine insurance underwriters, ship investors, third parties, rule makers and the controllers of the system to apply safety culture.

While considerable attention has been devoted to the personality traits of entrepreneurs, less attention has been given to their values, especially outside of a Western context. Values are instrumental in the decision to pursue entrepreneurship, and have implications for the entrepreneurʼs approach to creating and managing the venture. The role of values would seem especially relevant in the context of ethnic subcultures. Values traditionally associated with entrepreneurship, such as risk, individualism, competitiveness, wealth generation, and growth, may be more consistent with Western cultures, and may conflict with closely held values within various ethnic subcultures the world over. This article examines the values of entrepreneurs in two ethnic subcultures within South Africa. Findings are reported from interviews with cross-sectional samples of black and colored entrepreneurs. The results indicate entrepreneurs tend to embrace common values regardless of their individual ethnic heritage, but with different underlying patterns. In addition, the entrepreneurial path itself gives rise to certain shared values; and the overarching country culture has a strong influence on value orientations. Implications are drawn from the results, and suggestions made for ongoing research

The current study evaluated (1) characteristics of the community leadership development program associated with successful participant recruitment, (2) active ingredients that promoted fellow engagement and program completion and (3) how the program addressed blackness and racism.

Individual interviews were conducted with a representative subset of former program fellows.

Results indicated that offering training in small cohorts and matching fellows with individual mentors promoted program interest. Program strengths and unique ingredients included that the program was primarily led by people from the Black community, program malleability, and that the program was a partnership between fellows and leadership. Additionally, the program was responsive to fellows’ needs such as by adding a self-care component. Fellows also noted dedicated space and time to discuss race and racism. Results offer a unique theoretical perspective to guide leadership development away from the uniform or standardized approach and toward one that fosters diversity and equity in leadership.

Altogether, this work demonstrates how leadership development programs can be participant-informed and adapted to participants’ social and cultural needs.

This article shares how providing teacher candidates with experiences in a predominantly black elementary school for their clinical experiences highlighted a need to recognize, acknowledge and address anti-blackness in teacher candidates’ clinical courses. As well as, a need to emphasize the brilliance and assets of black students. Additionally, this article shares ways in which those involved in the work of school-university or professional development school (PDS) partnerships can incorporate practices that address anti-blackness in clinical practice.

Conceptual paper sharing experiences addressing anti-blackness in school-university partnerships.

National Association of Professional Development Schools (NAPDS) recently revised their Nine Essentials to include this revised version of Essential 1: A comprehensive mission which calls for the advancement of equity, antiracism and social justice within and among schools, colleges/universities and their respective community and professional partners. The work that the author presents in this article around preparing teacher candidates to address anti-blackness fits into the call of Essential 1 because when anti-blackness is addressed equity, antiracism and social justice can be part of the educational experiences of black children. This article shares how providing teacher candidates experiences in a predominantly black elementary school for their clinical experiences highlighted a need to recognize, acknowledge and address anti-blackness in teacher candidates’ clinical practice. As well as, a need to emphasize the brilliance and assets of black students. Additionally, this article shares ways in which those involved in the work of school-university or PDS partnerships can incorporate practices that address anti-blackness in clinical courses.

The author believes that this manuscript is appropriate for publication because it addresses a necessary shift that must happen in clinical practice by recognizing, acknowledging and addressing anti-blackness, as well as making sure teacher candidates are prepared to teach black students. This manuscript has not been published and is not under consideration for publication elsewhere. The author has no conflicts of interest to disclose.

In Virginia, former Gov. L. Douglas Wilder accused the state’s library agency of racism for “its slow pace in processing and publicly presenting records from his tenure as the nation’s first elected Black governor” (Associated Press, 2020). The State Librarian responded that this was just a lapse in protocols and framed it as a budget issue and staff turnover. However, “Library of Virginia has been processing papers from his gubernatorial successors before finishing work on his” (Associated Press, 2020). Recently, the Alabama State Department of Archives and History acknowledged their participation in systemic racism, epistemicide, and their history of privileging White voices over those of Alabama African-Americans.

Epistemicide is the killing, silencing, annihilation, or devaluing of a way of knowing (Patin, Sebastian, Yeon, & Bertolini, 2020). Conceptualization and analytic application of epistemicide has an established tradition in a number of social science fields, but information scientists have only recently acknowledged epistemicide (Oliphant, 2021; Patin et al., 2020; Patin, Sebastian, Yeon, Bertolini, & Grimm, 2021). Building from our recent identification of the existence of epistemicide within the IS field (Patin et al., 2020), this work challenges the information field to become an epistemologically just space working to correct the systemic silencing of certain ways of knowing.

This chapter examines the four types of epistemic injustices—testimonial, hermeneutical, participatory, and curricular—occurring within libraries and archives and argues for a path forward to address these injustices within our programs, services, and curricula. It looks to digital humanities and to reevaluations of professional standards and LIS education to stop epistemicide and its harms. This chapter demonstrates how to affirm the power and experience of Black lives and highlight their experiences through the careful acquisition, collection, documentation, and publishing of relevant historical materials. Addressing epistemicide is critical for information professionals because we task ourselves with handling knowledge from every field. There has to be a reckoning before the paradigm can truly shift; if there is no acknowledgment of injustice, there is no room for justice.

This study employs the social ecology model to comprehensively explore the complex challenges young Black men face in South Africa and aims to highlight the importance of collaboration in addressing these multifaceted issues.

A multidisciplinary approach combines insights from sociology, education and the health literature with regard to government reports and academic data, and provides a holistic analysis of challenges faced by young Black men. Furthermore, it emphasises formal and informal learning, social and environmental influences and health disparities.

Young Black men in South Africa encounter complex challenges throughout their developmental journey, including limited family support, educational barriers, financial constraints, societal expectations and health disparities. Therefore, collaboration among stakeholders is essential for creating an equitable and inclusive environment that supports their development.

This research provides a comprehensive understanding of the challenges faced by young Black men in South Africa by emphasising the interconnectedness of informal education, economic empowerment and healthcare. Future research should focus on longitudinal studies, cultural influences and international comparisons, informing evidence-based interventions for a more equitable society.

Research suggests there are at least three challenges to Black male interest and success in STEM careers: increasing access to STEM resources and curriculum, increasing Black and male inclusiveness in STEM initiatives, and increasing cultural and technical competency in STEM fields. African American schools typically do not have equitable STEM resources or instruction. In addition, there is limited research on supporting Black males' success in STEM in the culturally responsive computing (CRC) literature. Most STEM initiatives prioritize increasing the number of girls in STEM fields. STEM field employers are not active recruiters of Black male hires and have little experience with diversity and cultural inclusiveness. Research also suggests that Black students may not be interested working in White corporate America that undervalues their unique cultural perspectives and are more concerned with schooling that improves their communities. This chapter utilized CRC as a lens to examine the complexity of engaging Black males in STEM. As a result, the authors suggest adopting an equity ethic to help teachers help Black males connect themselves and their communities to STEM technology by utilizing smartphones and smartphone technology to engage Black males who may not have access to computers. We end with an example of CRC called barbershop computing, which combines computing, engineering, and innovation as a method to attract and retain Black males in STEM classes and help them persist in STEM careers.

The purpose of this study is to analyze the first major federal education policy, the Elementary and Secondary Education Act of 1965, and the most recent federal policy, the Every Student Succeeds Act of 2015, through a Black critical theory (BlackCrit) lens to understand better how these educational policies have served as antiblack projects. Furthermore, this study locates examples of educational Freedom Dreams in the past and present to imagine new possibilities in Black education.

By analyzing education policy documents and history through BlackCrit methods, the authors expose how education policy is inherently an antiblack project. Freedom Dreams catalyze possibilities for future education.

The data confirms that while these policies purport equity and accountability in education, they, in practice, exacerbate antiblackness through inequitably mandated standardized testing, distributed funding and policed schooling.

This paper applies BlackCrit analysis of education policy to reimagine Black educational possibilities.