Few studies in the business ethics literature explore marginalized populations, such as the racially minoritized entrepreneur. This absence is an ethical issue for the business academy as it limits the advancement of racial epistemologies. This study explores how this exclusionary space emerges within the academy by identifying white solipsistic behavior, an ‘othering’ of minoritized populations. Using a multi-method approach, we find the business literature homogenizes the racially minoritized business owner regardless of race/ethnic origin and categorizes them as lacking in comparison (...) to White entrepreneurs. A critical discourse analysis of university entrepreneurship website language and images reveals that the racially minoritized are presented as the outgroup. The language used to describe entrepreneurs was found to be predominantly agentic, building a hegemonic categorization of White men dominating entrepreneurship. Troublingly, but consistent with the literature review, when racialized minorities were present in images, we found them to be marginalized. Employing an experimental design to mock-up four websites featuring student entrepreneurs differing by race and gender, we ask ‘what if we make these under-represented entrepreneurs visible?’ Results show that women, and specifically racially minoritized women, have a greater impact on the entrepreneurial interests of university students compared to men. Overall, the results provide empirical evidence for white solipsism in the business academy. We call for self-reflexivity to transparentize the ‘invisible’ racially minoritized entrepreneur and fill the ‘white space’ by changing the framing and context of business research to be more inclusive. (shrink)

Este artículo es un homenaje a las principales actrices de la escena española, tanto del teatro como del cine. En particular, se fija en la faceta cómica de una serie de artistas que, a través de su talento y su amor a la interpretación, dignificaron su profesión y nos legaron obras memorables. En un mundo predominantemente masculino, estas mujeres lucharon contra las adversidades de su tiempo y supieron labrarse una trayectoria admirable.

En este artículo se presentan los resultados de un estudio sobre la existencia de sesgos de género en la educación científico-tecnológica. En él se pretende demostrar con datos la existencia de creencias estereotipadas acerca de los géneros en el profesorado de ciencia y tecnología de la universidad y de la enseñanza secundaria. De esta manera se quiere establecer si lo que afirman ciertas disciplinas científicas acerca de las capacidades cognitivas, destrezas actitudes y comportamientos de las mujeres se transmite en la (...) enseñanza de la ciencia y la tecnología, y si se perpetúan así los sesgos de género presentes en estas disciplinas a través de la formación de las nuevas generaciones de científicos/as y tecnólogos/as. Este estudio se ha realizado en la Universidad de La Laguna y los institutos de enseñanza secundaria de Tenerife, pero creemos que los resultados obtenidos podrían ser generalizados a las universidades e institutos del resto de España. (shrink)

Theory of Mind (ToM) is one of the most relevant concepts in the field of social cognition, particularly in the case of Autism Spectrum Disorders (ASD). Literature showing that individuals with ASD display deficits in ToM is extensive and robust. However, some related issues deserve more research: the heterogeneous profile of ToM abilities in children with ASD and the association between different levels of ToM development and social, pragmatic, and adaptive behaviors in everyday life. The first objective of this study (...) was to identify profiles of children with ASD without intellectual disability (ID), based on explicit and applied ToM knowledge, and compare these profiles with a group of children with typical development (TD). A second objective was to determine differences in symptom severity, adaptive/social behavior, and pragmatic abilities between the profiles identified. Fifty-two children with a clinical diagnosis of ASD without ID and 37 children with TD performed neuropsychological ToM tasks and two vocabulary and memory tests. In addition, all of their mothers completed different questionnaires about applied ToM abilities, severity of ASD symptoms, adaptive/social skills, and pragmatic competence. Two subgroups were identified in the cluster analysis carried out with explicit and applied ToM indicators. The “Lower ToM abilities” profile obtained significantly lower scores than the “Higher ToM abilities” profile on all the ToM measures. Furthermore, the analysis of covariance, controlling for vocabulary and working memory (ANCOVAs), showed statistically significant differences in applied ToM abilities between the two groups of children with ASD without ID and the group with TD. However, only the group with “Higher ToM abilities” achieved similar performance to the TD group on the verbal task of explicit ToM knowledge. Finally, the “Lower ToM abilities” cluster obtained significantly higher scores on autism symptoms (social and communication domains) and lower scores on adaptive behavior and pragmatic skills than the cluster with “Higher ToM abilities”. Taken together, these findings have implications for understanding the heterogeneity in ToM skills in children with ASD without ID, and their differential impact on social, communicative, and adaptive behaviors. (shrink)