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Understanding student’s intentions with regard to entrepreneurship as a possible career pathway is important for the development of the formal economy. Presented here are the results from a longitudinal study conducted between 2010 and 2014 involving a sample of 1,513 undergraduate students, of which 54 agreed to be interviewed. The research is qualitative and has combined the Opportunity Structure with the Theory of Planned Behavior to understand the reasons why students chose to start a business either just prior to or within one year of entering university, and their intentions upon graduating. The results show that many of these businesses sit within the informal economy, and may be categorized as low growth businesses with few skill requirements. Importantly, the research has discovered that these students are also highly strategic with regard to educational pathways, and many of these businesses are focused on delivering and/or sustaining a particular lifestyle while at university.

The objective of this chapter is to help unpack the performance-enhancing role of certain capabilities that influence the decision of female immigrant entrepreneurs to rapidly internationalise. It employs a capabilities perspective of the broader resource-based theory and contributes to existing research involving capabilities that facilitate or inhibit rapid internationalisation. One strand of earlier literature highlights a potential ‘double disadvantage’ among particular female immigrant entrepreneurs associated with gender and ethnicity. An alternative strand of prior research identifies certain gender and ethnic resources/capabilities like cultural knowledge that can provide potential advantages. Findings from interviews with 11 female immigrant entrepreneurs that migrated to the UK, and selected secondary data, form an instrumental case study. New insights emerge regarding the potential role of appropriate stakeholders in transforming operational capabilities to those of a threshold or potentially dynamic nature. The findings suggest that generalisation should not occur regarding earlier literature investigating practices in other sectors.

Purpose – Latino and African-American children and families in Washington, DC, face difficult circumstances, including high poverty, crime, and teenage pregnancy rates coupled with lower educational attainment. This chapter describes empirically supported approaches to positive development within and between the Latino and African-American communities, highlighting those utilized by CentroNía, a community-based, multicultural learning community in Washington, DC.

Approach – Community psychology promotes strength-focused, evidence-based practices shown to enrich child, family, neighborhood, and societal development among disenfranchised groups. This community psychology framework is used to examine CentroNía's work in support of the Latino and African-American communities of Washington, DC.

Findings – CentroNía espouses many of the tenets of community psychology. Its systematic efforts include the promotion of cultural unity and development, preventive interventions in early childhood and during the after-school hours, and context-enhancing practices at the family, school, and city levels.

Social implications – As the neighborhood of Columbia Heights becomes gentrified and the cost of living increases, Latino and African-American families find it increasingly difficult to remain in the community they have established together over the past 25 years. The consequences for low-income children, youth, and families, along with the evolution of CentroNía in this rapidly changing context, are discussed.