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Given that a relatively large percentage of college students entering historically black colleges and universities (HBCUs) are first-generation students and considering the low completion rate among this group in the science, technology, engineering and mathematics (STEM) discipline, the purpose of this preliminary meta-synthesis study is intended to facilitate a greater understanding of the academic and social adjustment among college students, particularly first-generation college students enrolled in STEM disciplines at HBCUs. Therefore, this meta-synthesis will shed light and offer important recommendations for university administrators and faculty members in supporting the academic and social adjustment of these students in STEM fields at HBCUs.

This review of literature was conducted using a meta-synthesis approach (also referred to as integrative review). A meta-synthesis is based on a process by which findings across multiple studies are organized and presented (Turner, Gonzalez and Wood, 2008; Wood, 2010). This approach is used to provide insight to academicians and practitioners alike on the status of research on a given phenomenon (Bland, Meurer and Maldonado, 1995; Patterson, Thorne, Canam and Jillings, 2001; Wood, 2010). We engaged in a cyclical process of collecting, annotating, and synthesizing research over a 45-year time-frame (1970 to 2015). This produced over 50 cited resources with more than 100 scholars including peer-reviewed articles, reports, books, book chapters, and conference papers.

Factors present in the literature that affected students enrolled in a STEM program at a HBCU are grouped into three contexts: (a) first-generation academic and social characteristics, (b) first-generation college dropout and transition, and (c) first-generation STEM retention. Tables 2 to 4 provide these contexts by author and year of publication. Within these general groupings, four interrelated themes emerged from the literature: (a) prior academic performance and STEM discipline, (b) college adjustment and STEM discipline, (c) social integration and STEM discipline, and (d) academic integration and STEM discipline.

This information may help professors and university professionals in the STEM fields to be more aware of the challenges faced by incoming college students. More empirical work is needed in this area in a way that is useful for understanding and enhancing professors’ and university professionals’ knowledge. To this end, research that carefully describes what HBCU professors and university professionals know or their ideas about teaching college students, especially first-generation students enrolled in the STEM discipline, is needed.

This article provides an overviews of the concept of racelighting. Racelighting is “is an act of psychological manipulation where Black, Indigenous, and People of Color (BIPOC) receive racial messages that lead them to second-guess their lived experiences with racism”

This conceptual paper articulates four primary ways that racelighting manifests in the lives and experiences of Black, Indigenous and People of Color (BIPOC).

There are four common messages that often lead to racelighting: stereotype advancement, resistive actions, inauthentic allyship and misrepresenting the past.

While much has been written about gaslighting, few frameworks articulate how gaslighting occurs in a racialized context.

The purpose of this paper is to explore whether attention, emotion, and cognitive regulation (CR) may be strategies to advance one’s ethnic identity.

The paper is presented in three parts. The first section discusses integrative inquiry (INIQ) (Bresciani Ludvik et al., 2016), a mindfulness methodology and mindful inquiry training program, as a potential pathway to help mitigate stress and enhance healthy development and well-being strategies that combat stressors related to ethnic and racial identity; and increase opportunities for positive ethnic identity development. INIQ was designed to influence areas of the brain associated with attention regulation, emotion regulation, and CR in order to decrease stress and anxiety, and heighten executive functions of undergraduate and graduate students. The second section discusses an exploratory study to see whether INIQ resulted in higher mean scores for participants on their ethnic identity, as assessed by the multigroup ethnic identity measure (Phinney, 1992).

The results indicated that there was a significant increase in pre-test and post-test scores for mindfulness (p=0.001) as well as the dependent measure for learning exploration (p=0.028) among 30 undergraduate, master’s- and doctoral-seeking students. There was also a non-significant increase for clear understanding (p=0.15) and overall ethnic identity achievement (p=0.387); and non-significant decrease for ethnic belonging (p=0.424).

These findings suggest that INIQ may increase students’ ethnic learning exploration, which is an important process in ethnic identity development (Phinney and Ong, 2007). This study also suggests that INIQ increases mindfulness in participants. The authors conclude with a discussion and recommendations to future INIQ and other diversity centered student support practitioners interested in influencing positive ethnic identity formation.

Man has been seeking an ideal existence for a very long time. In this existence, justice, love, and peace are no longer words, but actual experiences. How ever, with the American preemptive invasion and occupation of Afghanistan and Iraq and the subsequent prisoner abuse, such an existence seems to be farther and farther away from reality. The purpose of this work is to stop this dangerous trend by promoting justice, love, and peace through a change of the paradigm that is inconsistent with justice, love, and peace. The strong paradigm that created the strong nation like the U.S. and the strong man like George W. Bush have been the culprit, rather than the contributor, of the above three universal ideals. Thus, rather than justice, love, and peace, the strong paradigm resulted in in justice, hatred, and violence. In order to remove these three and related evils, what the world needs in the beginning of the third millenium is the weak paradigm. Through the acceptance of the latter paradigm, the golden mean or middle paradigm can be formulated, which is a synergy of the weak and the strong paradigm. In order to understand properly the meaning of these paradigms, however, some digression appears necessary.

Wonders whether companies actually have employees best interests at heart across physical, mental and spiritual spheres. Posits that most organizations ignore their workforce – not even, in many cases, describing workers as assets! Describes many studies to back up this claim in theis work based on the 2002 Employment Research Unit Annual Conference, in Cardiff, Wales.

State environmental agencies have been organized independently with a variety of structural schemes, and are responsible for the bulk of administration of federal environmental policy, such as the Clean Air Act. Using statistical models of air quality outcomes, this research compares three competing typologies for capturing agency differences: Ringquist (1993b), Lester (1990), and Wilson (1989). The findings indicate the most commonly used measure of organization, Ringquist (1993b), may be the weakest in comparison. Additionally, both Lester (1990) and Wilson (1989) show interesting advantages in comparison to each other. The findings provide some interesting insights into the difficult task of measuring organization.

Research on economic entrepreneurship identifies a gender gap that is favorable to men. In the social entrepreneurship arena, the existing evidence is slightly fuzzy, as this gender gap is less preeminent. This paper aims to identify how gender differences in social entrepreneurial ventures creation are explained by different personality traits, by analyzing the extent to which female and male social entrepreneurs exhibit the same personality traits and whether potential differences are able to explain the differences in predisposition for the creation of new social entrepreneurial ventures.

A review of the literature on gender differences and personality traits in social entrepreneurship details the main theoretical developments and builds the hypotheses. Based on the Big Five model, the investigation uses a hypothesis testing quantitative approach. Primary data were collected through a questionnaire that was e-mailed and applied to the social entrepreneurs engaged in the creation of social ventures in Portugal.

The data gathered suggest that both female and male social entrepreneurs have personalities characterized by high levels of openness to experience, agreeableness, conscientiousness, extraversion and emotional stability. Based on the analysis of variance (ANOVA) between the two groups and logistic regression, the investigation reveals that women and men who launch a new social venture only differ in one personality dimension – agreeableness – wherein women scored more highly. No significant differences are found in the other personality traits.

The research assumes that most aspects of human personality structure are represented in the Big Five model.

The knowledge about whether gender differences are explained by different personality traits is critical to public entities that might design appropriate public policies to stimulate social entrepreneurship. Also, social entrepreneurs’ capacity building programs should be delineated in accordance with a deeper understanding about gender and personality traits differences.

The knowledge of the factors that affects the creation of new social ventures has an important potential contribution on social value creation and the promotion of gender equality.

This paper links two important topics – gender and entrepreneurs’ personality traits – scarcely explored in the social entrepreneurship literature. Thus, the paper adds new empirical evidence to support (or not) the belief that personality and gender matter in the decision to launch a new social venture.

WE publish this issue on the eve of the Brighton Conference and our hope is that this number of The Library World will assist the objects of that meeting. Everything connected with the Conference appears to have been well thought out. It is an excellent thing that an attempt has been made to get readers of papers to write them early in order that they might be printed beforehand. Their authors will speak to the subject of these papers and not read them. Only a highly‐trained speaker can “get over” a written paper—witness some of the fiascos we hear from the microphone, for which all papers that are broadcast have to be written. But an indifferent reader, when he is really master of his subject, can make likeable and intelligible remarks extemporarily about it. As we write somewhat before the Conference papers are out we do not know if the plan to preprint the papers has succeeded. We are sure that it ought to have done so. It is the only way in which adequate time for discussion can be secured.

Compares race relations in two suburban communities in order to show that middle‐class blacks meet with some success when they temporarily exchange their racial identity for a class‐based identity. Collects data through ethnography and individual interview to examine the conditions under which middle‐class blacks construct and assert a sub‐urban identity. States that success varies with the racial composition of the suburban community and the white neighbours’ level of the satisfaction with the community.