Social entrepreneurship as intervention: Findings from a venture development program for marginalized youth

Leadership and career readiness are important goals for youth development. Entrepreneurship has recently been considered as a potential intervention to support these aims. This study examined a venture development program for low-income youth through participant surveys (n?=?57) and a comparison group (n?=?72). Findings from structural equation modeling indicate relationships between the program and project management skills, which in turn was associated with youth leadership. Findings also showed relationships between the program and financial literacy, which was associated with an increase in future orientation. This study shows early evidence of entrepreneurship and venture creation as mechanisms to support marginalized youth.     

The Making of an Accidental Crisis: The United States and the NATO Dual-Track Decision of 1979

This analysis re-examines the Carter Administration’s formulation of policy on the theatre nuclear force issue following the neutron bomb affair. It demonstrates that European leaders did not foist the arms control component of the NATO dual-track decision on Jimmy Carter. Rather, the Carter Administration understood the merits of an arms control component following the August 1978 PRM-38 review and thought that Soviet–American arms control negotiations would play a crucial role in resolving the conflict between NATO and the Warsaw Pact over theatre nuclear forces. This analysis also considers the previously unexamined interactions between the United States and the Soviet Union in the months leading to the dual-track decision. It reveals that American officials underestimated the degree of Soviet anger over the dual-track decision, believing that arms control negotiations with the Soviets on theatre nuclear forces would be possible and productive. The Carter Administration did not foresee the Euromissiles crisis.     

Distributive Justice Antecedents of Race and Gender Disparities in First-Year College Performance

Public education is a sphere of society in which distributive justice with respect to the allocation of opportunities to learn can have profound and lasting effects on students’ educational outcomes. We frame our study in the distributive justice literature, and define just outcomes specifically from a meritocratic and strict egalitarian perspectives in order to investigate how assignment to academic tracks and the availability of opportunities to learn during high school are associated with students’ academic achievement during college. We examine the role of “just” placement into high school academic tracks, “just” access to high-quality teachers, and “just” assignment of secondary schools’ resources in high school, in relation to college freshmen’s grade point averages (GPA). We utilize longitudinal data from a unique dataset with over 15,000 students who spent their academic careers in North Carolina public secondary schools and then attended North Carolina public universities. Our results suggest that “unjust” assignment of students to certain high schools, access to high-quality teachers, and assignment to learn in specific academic tracks result in long-lasting consequences that are reflected in freshman college GPA. Importantly, findings also show that the direction and magnitude of the relationship between distributional injustice at schools and college performance is moderated by students’ own gender and race. Race and gender interact with the high schools’ institutional contexts operationalized by tracking practices, teacher quality, and by school racial and socioeconomic composition. Results show that similar settings do not affect all students in the same ways.