This article uses descriptive analyses of data from the Integrated Postsecondary Education Data System to examine the status of equity for Hispanic students in public higher education institutions in Florida and Texas. The analyses show substantial inequities for Hispanics in enrollment, full-time faculty, and executive, administrative, and managerial staff. In both Texas and Florida, the greatest gaps in equity for Hispanics occur for full-time faculty and at the public flagship institutions. ResumenEste articulo usa análisis descriptivo de información obtenida del Sistema Integrado de Educación Post-Secundaria para examinar el estado de igualdad que reciben estudiantes hispanos en educación pública secundaria en instituciones de Florida y Texas. Los análisis demuestran desigualdades significativas en hispanos admitidos, profesores de tiempo completo, y empleados ejecutivos, administrativos, y supervisores. En ambos estados Texas y Florida, la laguna más grande en igualdad para hispanos ocurre en profesores de tiempo completo y en instituciones públicas.

Despite an estimated 582 million entrepreneurs globally, stereotypes plague the social cognitive concept of “the entrepreneur,” shaping assumptions of what entrepreneurship is while being far from representative of possible entrepreneurial identities. “Heroic” stereotypes of entrepreneurs (e.g., Steve Jobs or Elon Musk) stemming from the popular media shape the assumptions of students entering entrepreneurship classrooms. These stereotypes are strong and limiting, framing entrepreneurship as attainable only through exceptional skill and talent, and are often characterized by exclusively masculine qualities. Involving identity work in entrepreneurship education can expose the limitations that stereotypes impose on students aspiring to be entrepreneurs and introduce more heterogeneity. The use of narrative cases allows educators to facilitate a threefold approach: (1) raising awareness of stereotypes, (2) creating a structure for more realistic examples and socialization through narrative comparisons and (3) teaching students the basics of identity management for sustaining their entrepreneurial careers. The approach encourages direct conversations about what is—and who can become—an entrepreneur and reveals the limiting beliefs that students may bring with them into the classroom. Such discussion informs the educator on how to foster students’ entrepreneurial identity and empower their identity management.

No abstract

Co-founder and CEO of Yunus Social Business (YSB), Saskia Bruysten, is one of the world's most prominent leaders within the field of social business, which centers on both solving social or environmental problems and being financially sustainable. While YSB's social businesses showed steady progress for nearly a decade, the COVID-19 pandemic compelled Bruysten to intervene in ways she never imagined before. Her leadership showcases her ability to build an international coalition and advocate for YSB's global portfolio of social businesses. Beyond her efforts during the pandemic, she also works to make the business and social business worlds more inclusive for women globally. Bruysten's efforts throughout her career have garnered various awards and accolades, which have allowed her to have a seat at some of the world's most influential tables to promote her belief that social business should be the new normal.

No abstract