What stands behind the gender gap in entrepreneurship? Untangling the intergenerational parental role

This research examines the entrepreneurship gender gap by offering an additional novel explanation for the higher share of men in entrepreneurial activity focusing on intergenerational parental role. Participants (N = 1288) aged 18–81, including 259 actual entrepreneurs, completed questionnaires about entrepreneurship tendency, personality traits and socioeconomic background. The gender gap in actual entrepreneurship continues a significant difference in entrepreneurial tendency, which is developed in the first and the second stages of the entrepreneurial trajectory. When women reach the third stage of entrepreneurial development, the execution stage, they have already acquired a self-perception of an incapable and incommensurate entrepreneurial personality. The results indicate that role modeling behavioral channel significantly accounts for the gender gap in entrepreneurial personality. The results suggest that both parents contribute to women’s’ inferior perception of entrepreneurial personality and that their contribution affects all four aspects of the entrepreneurial tendency. It appears that the impact of fathers’ role modeling is larger than that of mothers, and furthermore fathers transfer other entrepreneurial role models from their side in the family.

Parental Role Changes in Romanian Transnational Families: Consequences of Migration

Even if there are consistent studies on the issue of transnational families, research is still needed to address the parental role changes in these families. The aim of this article was to identify the main changes in the parental roles of Romanian transnational families as a result of the parents’ labor migration. We used interviewing as the research method and directed content analysis to analyze the data. Purposive sampling was conducted in order to identify the interviewees. The results captured important role changes regarding the income provider role of the parent, but especially the role of emotional support provider that the parent should take on for the children. These findings highlight the need to develop specific measures to address the possible negative effects that affect these transnational families.

Pacific Island families’ perceptions of the parental role in the learning process – in a high school setting

<p>The New Zealand Ministry of Education has acknowledged the need for schools to work collaboratively with Pacific Island families so that parents can support their children to achieve positive academic outcomes. This study explored Pacific Island families’ perceptions of the parental role in the learning process within the context of a New Zealand high school where Pacific Island students were a minority. This study aimed to discover how Pacific Island parents and students perceived the communication process, both within the family and between home and school, so as to make informed recommendations to strengthen the role of Pacific parents in the learning of their children attending secondary school. A phenomenological qualitative design was employed, using focus groups and interviews. Participants were a group of seven Pacific Island parents and a group of 12 senior Pacific Island students. Bronfenbrenner’s ecological model was used as a framework to analyse the data. Core values and beliefs which influenced the interaction between parents and their children, and how parents interacted with teachers, were identified. The study found that the parents believed in the importance of education as a means of achieving economic security and urged their children to work hard. They valued relationships with teachers so that they could work with them to support their children. Both parents and students shared values around the collectivist nature of acting interdependently and this may have contributed to the passive approach adopted by students in class and with their parents. A number of findings were drawn. Even though Pacific Island parents demonstrated their understanding of the school system through their selection of a high decile, academic school, they did not necessarily relate to the individualised communication within the school. Furthermore, since students often separated school from home life, many tended to avoid conversations about their learning with parents. Parents, therefore, often felt disconnected from the school and frustrated that they could not be more effective at supporting their children’s academic progress, despite a desire to be more involved. Students did not always respond positively to parental encouragement to work hard. Instead, fearing that they might not meet parental expectations, some tended to adopt a low profile and passive approach to learning in class. Recommendations focus on the need for schools to develop inclusive strategies which encourage dialogue between teachers, parents, and students so that a shared understanding of the students’ learning needs and targets can be achieved.</p>

Pacific Island families’ perceptions of the parental role in the learning process – in a high school setting

<p>The New Zealand Ministry of Education has acknowledged the need for schools to work collaboratively with Pacific Island families so that parents can support their children to achieve positive academic outcomes. This study explored Pacific Island families’ perceptions of the parental role in the learning process within the context of a New Zealand high school where Pacific Island students were a minority. This study aimed to discover how Pacific Island parents and students perceived the communication process, both within the family and between home and school, so as to make informed recommendations to strengthen the role of Pacific parents in the learning of their children attending secondary school. A phenomenological qualitative design was employed, using focus groups and interviews. Participants were a group of seven Pacific Island parents and a group of 12 senior Pacific Island students. Bronfenbrenner’s ecological model was used as a framework to analyse the data. Core values and beliefs which influenced the interaction between parents and their children, and how parents interacted with teachers, were identified. The study found that the parents believed in the importance of education as a means of achieving economic security and urged their children to work hard. They valued relationships with teachers so that they could work with them to support their children. Both parents and students shared values around the collectivist nature of acting interdependently and this may have contributed to the passive approach adopted by students in class and with their parents. A number of findings were drawn. Even though Pacific Island parents demonstrated their understanding of the school system through their selection of a high decile, academic school, they did not necessarily relate to the individualised communication within the school. Furthermore, since students often separated school from home life, many tended to avoid conversations about their learning with parents. Parents, therefore, often felt disconnected from the school and frustrated that they could not be more effective at supporting their children’s academic progress, despite a desire to be more involved. Students did not always respond positively to parental encouragement to work hard. Instead, fearing that they might not meet parental expectations, some tended to adopt a low profile and passive approach to learning in class. Recommendations focus on the need for schools to develop inclusive strategies which encourage dialogue between teachers, parents, and students so that a shared understanding of the students’ learning needs and targets can be achieved.</p>

Self-perception of nurses’ competence in family assessment and intervention

Objective. To describe nurses’ self-perception of competence in family assessment and intervention Methods. A sample of 551 Portuguese primary care nurses was selected. A Likert-type questionnaire with 11 items corresponding to the areas of care proposed by the Dynamic Model of Family Assessment and Intervention (MDAIF) was administered. Each item consists of 7 optional responses; a score equal to or greater than 4 denotes competence. Results. The nurses perceived themselves as competent in areas of care belonging to the development dimension of the MDAIF (parental role, adaptation to pregnancy, and family planning), as well as in the caregiver role (which belongs to the functional dimension). There was a progressive decline in self-perception of competence over the stages of the nursing process. Conclusion. In this study, crucial aspects related to nurses’ self-perception of their competence in family assessment and intervention were observed, and need to be addressed in the training of nurses in all areas of care included in the Model. This should facilitate awareness of the competences needed to provide the best care for families.

Transgenerational Intent of Taiwanese Business Families in Brisbane, Australia

This study investigates the impact of immigrant context on continuity and success in Chinese family business. We conceptualize the immigrant context as exposure to country differences in family logic, arguing that the immigrant context influences transgenerational intent by affecting family practices and relations. Based on a multiple-case study of Taiwanese business families in Brisbane, Australia, we show that variations in three family practices – parental control, children’s filial piety, and parental role in children’s career development – play an important role in this matter. To explain why, we theorize that the extent to which Taiwanese immigrant business families continue with or depart from traditional Chinese family logic in terms of these three practices enables particular meaning of intrafamily succession to prevail in the family, which ultimately affects their transgenerational intent.