Search results

The purpose of this paper is to research the extent to which different types of values influence a woman's decision to become an entrepreneur.

The paper constructs a two‐stage model to capture the entrepreneurial decision. In the first stage, life values affect the decision to enter the workforce. In the second stage, work values impact the type of employment sought: entrepreneur vs employee.

It is found that women whose life value is that “men should have scarce jobs before women” are less likely to participate in the labor force and hence less likely to become an entrepreneur; work values of initiative, achievement, and respect are positively correlated with entrepreneurship.

The definition of entrepreneurship is limited to those who are self‐employed.

The findings have important policy implications. If policy makers wish to spur the rate of entrepreneurship among women to make it approach or reach the same rate as men's, raising young women's awareness that they need not hold themselves secondary to men in the job market and instilling in them work values of achievement, initiative, and respect are important.

If policymakers address values that impede women's economic participation, they have the potential to assist both women's social status as well as their economic well‐being.

The contribution and originality of the work is the synthesis of labor economics and entrepreneurship scholarship in the two‐stage model of how values influence a woman's decision to become an entrepreneur.

Life studies are a rich source for further research on the role of the Afro‐American woman in society. They are especially useful to gain a better understanding of the Afro‐American experience and to show the joys, sorrows, needs, and ideals of the Afro‐American woman as she struggles from day to day.

Using literature as the catalyst for change is grounded in Freirean pedagogy. In the case of the Oaks Leadership Scholars, leadership educators are crafting an environment for building transformative leadership skills using texts calling for the enactment of justice and equity as a starting point for capacity building and self-reflection. Students read the texts individually, then in conjunction with workshop-style instruction, discuss the texts in formal sessions. To extend their thinking, students have the opportunity to attend optional reading circles (including a formal lesson and informal discussion) designed to enhance their critical thinking and development. Discussions in these reading circles often move in directions that allow for meaning-making beyond the narrow text focus into broader, real-world applications. Project co-directors report that the texts and subsequent discussion have energized students to act and engage.

Globalization is driving an increased need for leaders who possess global leadership competencies that enable them to lead effectively. The purpose of this paper is to explore the developmental experiences of global leaders in order to understand the experiences that they report to be developmental, to understand what they learned from their experiences, and to explore how the leaders learned and developed from the experiences.

For this study, the researcher used Moustakas's phenomenological research method.

Conclusions indicate that global leaders: develop through first-hand global leadership experience; learn the importance of cultural sensitivity, relationships and networks, and curiosity or desire to learn; require a unique set of global leadership competencies; are driven by curiosity, openness, and a desire to learn; and develop and learn intuitively.

Utilizing a phenomenological research approach yielded new insight, from the perspective of the global leader, into how global leaders learn and develop the knowledge, skills, attitudes, motives or values, and mindsets that are important to their role, and suggested areas for further research. The findings of the study are useful in identifying implications for improving or adding to the methods, approaches, and tools organizations use to develop global leadership competencies.

The purpose of this interdisciplinary study is to identify the aspects that faculty, student affairs educators and students indicate as salient for effective mentoring relationships that enhance ethical leadership development.

This exploratory qualitative inquiry used the Relational-Ethical-Affective-Dialogic (READ) mentoring model as a framework to examine the experiences of 13 undergraduate mentees and faculty/staff mentors in a formal mentoring program. Each study participant engaged in one semi-structured interview. Researchers coded and analyzed data using the sort and sift, think and shift process identifying power quotes to guide the thematic analysis.

The data collected in this study revealed insights into the aspects of mentor relationships that both undergraduate mentees and their mentors perceived as contributing to students' ethical leadership development. Salient elements included: (1) relational features of the mentee-mentor dynamic including trust and reciprocity; (2) structural features of the mentoring program including its focus on ethics; and (3) mentoring approaches that were attentive to power and positionality within the mentoring relationship and involved professional judgment about self-disclosure.

This study adds to the literature by exploring effective mentoring for ethical leadership development across disciplines. With colleges and universities serving a vital role in preparing the next generation of leaders for ethical engagement in their democratic and professional roles after graduation, it is imperative to broaden our understanding of how faculty and staff can support students' ethical leadership development.

bell hooks says in “Reconstructing Black Masculinity” that n[c]ollectively we can break the life threatening choke‐hold patriarchal masculinity imposes on black men and create life sustaining visions of a reconstructed black masculinity that can provide black men ways to save their lives and the lives of their brothers and sisters in struggle. Toward the work of political (re)unification of the genders in black communities today, black men must acknowledge and begin to confront the existence of sexism in black liberation struggle as one of the chief obstacles empeding its advancement. Making womanist space for black men to participate in allied relation to feminist movement to oppose the opression of women means black men going against the grain of the racist and sexist mythology of black manhood and masculinity in the U.S. Its underlying premise rooted in white supremacist patriarchal ideology continues to foster the idea that we pose a racial and sexual threat to American society such that our bodies exist to be feared, brutalized, imprisoned, annihilated‐made invisible.