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While many may assume that all students enrolled at historically Black campuses are African American, recent trends suggest these campuses are becoming increasingly diverse. In this chapter, we challenge common perceptions about historically Black colleges and universities (HBCUs), highlighting both what is known and yet to be known about enrollment trends and the experiences of students from diverse backgrounds at ­historically Black campuses. The chapter presents data from the National Center for Education Statistics, tracking changes in enrollments over time. These data are coupled with a review of research on the experiences of non-Black students at HBCUs, largely focusing on White students, but also integrating the narratives of a growing Latina/o/x student population. HBCUs can also be ethnically diverse, and we examine the heterogeneity within the Black student experience based on ethnic identity and immigrant status. We close with recommendations for research and practice, calling for increased attention to how non-Black populations experience, navigate, and engage HBCU campus communities to promote student outcomes and opportunities for learning across difference.

China around 1900 was an enormous domain with approximately 400 million people, almost all of them desperately poor. Most were farmers, working intensively on small tracts of land using relatively primitive technology. It was in many respects a Malthusian economy, with high death and birth rates and many residents living close to the subsistence level.

Purpose – An investigation of how women construct their entrepreneurial identities as owners of high growth technology ventures within the context of business incubation.

Methodology/approach – A qualitative case study approach is adopted to enable the development of an in-depth and nuanced picture of high technology business incubation.

Findings – The women oscillated between trying to emulate the behaviour of their male colleagues within the incubator as the prevailing ‘entrepreneurial identity’ was embedded in masculinity; thus, to achieve credibility and legitimacy, the women attempted to deny associations with femininity by undertaking a metaphorical sex change. Once, however, the firms became successful, they again felt comfortable displaying elements of their femininity as the tensions surrounding entrepreneurial and feminine characterizations could be negated by demonstrations of business competence.

Research limitations/implications – The documented limitations of case study research are noted. There are a number of implications surrounding the utility and accessibility of incubation for female entrepreneurs and the underlying assumption that these are spaces specifically for male entrepreneurs.

Practical implications – It is essential to critically evaluate current policy initiatives and managerial strategies informing current incubation practices.

Social implications – Gender disadvantage is reproduced within business incubators.

Originality/value of chapter – There are few explorations of the accessibility of business incubators to encourage and support female entrepreneurship.

At the turn of the 20th-century railroad regulation was hotly debated in the United States. Railways were accused of abusing of their monopolistic position, in particular by discriminating rates. Public opinion’s pressure for tighter regulation led to the 1906 enactment of the Hepburn Act, which strengthened the powers of the Interstate Commerce Commission. American economists actively participated in the debate. While most of them sided with the pro-regulation camp, the best economic analysis came from those who used the logic of modern law and economics to demonstrate how most railroads’ practices, including rate discrimination, were simply rational, pro-efficiency behavior. However, as relatively unknown Chicago University economist Hugo R. Meyer would discover, proposing that logic in public events could at that time cost you your academic career.

Purpose – To prepare for the increasingly important role women entrepreneurs are expected to play in the knowledge economy, it is imperative to understand, facilitate and manage women's training needs for full participation in the knowledge economy. The chapter introduces a skilling framework which integrates pedagogical, organisational and technological values to promote the uptake of knowledge economy skills.

Design/methodology/approach – An exploratory study approach was adopted underpinned by a social constructionist epistemology. The study fused a literature review on knowledge economy skills and women's learning needs with a desktop audit of opportunities available to women entrepreneurs to augment their knowledge economy skills.

Findings – Based on the two sets of data, the study found that a lack of attention has been paid to increasing female entrepreneurs' opportunities to develop to their full potential in the knowledge economy. Most training programmes fall short in delivering comprehensive digital and strategic skills required for women entrepreneurs' full participation in a knowledge society.

Research limitations/implications: Given the exploratory study approach, researchers are encouraged to adopt and test the proposed framework.

Practical implications – The interlinking of business and technology offers unique opportunities for women to engage in entrepreneurship and innovation. For policy makers this analysis provides insights on how to foster female entrepreneurship in the knowledge economy. For educators it provides a teaching and learning framework that encompasses evidence based content, gender-sensitive approaches to business skilling and collaborative learning environments.

Originality/Value of chapter – This framework helps lay a foundation for future research on the skilling of heterogeneous women entrepreneurs in the knowledge economy.

A review essay on Charles Robert McCann, Jr., Ed. The Elgar Dictionary of Economic Quotations, Northampton, MA: Edward Elgar, 2003, pp. xi, 315. $150.00. Charles McCann believes that a Dictionary of Quotations is a repository of statements on which writers and debaters can rely for accuracy: Not only to avoid misstatement and erroneous attribution, but also misperception of original context. (What is an alternative motivation? To show the brilliance of economists? Or their facility with words?) Of course, one could search original sources but it is more efficient, time wise, to have a sourcebook of passages, perhaps especially one arranged overall alphabetically by author and for each author by topic.

William Amasa Scott was in his time well-known as a monetary economist as well as a popularizer of economic ideas, whose opinions were widely regarded by the public. A proponent of Austrian economics and defender of classical economic theory, he soon found a home at the School of Economics, Political Science and History (later the School of Economics) at the University of Wisconsin which, while initially a mainstream department, would evolve into the citadel of Institutional Economics. Notwithstanding his status as an authority on monetary economics and his place as a public intellectual, he remained at the University something of an outsider throughout his career and today is largely forgotten.

In the US minimum wages were initially enacted by individual states, beginning with the Commonwealth of Massachusetts in 1912. These laws were modeled on legislation enacted over the previous two decades in Australia, New Zealand, and England (Fisher, 1926, chap. 8; Hammond, 1915, 1913; Hobson, 1915; Hart, 1994, chaps. 2 & 3; Morris, 1986). From 1912 to 1923, the legislatures of 16 states, Puerto Rico, and the District of Columbia passed minimum wage legislation, although not all of them were operational by the end of this period (Brandeis, 1935, p. 501; Clark, 1921; Millis & Montgomery, 1938, chap. 6; Morris, 1930, chap. 1).