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Exploring the gendered entrepreneurial identity gap: implications for entrepreneurship education
International Journal of Gender and Entrepreneurship Pub Date : 2021-05-19 , DOI: 10.1108/ijge-04-2020-0048
Catherine Elliott , Janet Mantler , Joie Huggins

Purpose

Women are underrepresented in most university entrepreneurship education (EE) programmes and less likely than men to pursue business venturing as a career. One reason may be the “entrepreneurial identity gap”, whereby female students do not see themselves as successful entrepreneurs. This paper aims to explore the nature of this identity gap and its relationship to entrepreneurial intent and entrepreneurship education.

Design/methodology/approach

A set of contemporary, gender-inclusive entrepreneurial attributes was developed using entrepreneurial subject matter experts and tested with 591 university students to explore the nature of the gendered entrepreneurial identity gap.

Findings

While masculine stereotypes persist and the entrepreneurial identity gap is larger for female students, results suggest that a more gender-inclusive vocabulary of entrepreneurship is emerging among the student population and an androgynous perception of the idealized entrepreneur. Entrepreneurship education had a positive influence on entrepreneurial intent.

Research limitations/implications

Study findings advance the conversation about entrepreneurial identity, the nature of the gendered identity gap and the role of education in closing that gap. The questionnaire and set of gender-inclusive attributes should continue to be tested beyond student samples.

Practical implications

Based on this study, entrepreneurship education could benefit from more gender-inclusive instructional practices and vocabulary and a broadened definition of what it means to be entrepreneurial. More students – both men and women – will see themselves as entrepreneurs and be inspired to participate in the innovation economy.

Originality/value

This study takes a novel approach to the study of entrepreneurial identity, developing a new set of attributes and contemporary vocabulary around business venturing.



中文翻译:

探索性别创业身份差距:对创业教育的影响

目的

女性在大多数大学创业教育 (EE) 项目中的代表性不足,并且比男性更不可能将商业冒险作为职业。原因之一可能是“企业家身份差距”,即女学生不认为自己是成功的企业家。本文旨在探讨这种身份差距的性质及其与创业意图和创业教育的关系。

设计/方法/方法

使用创业主题专家开发了一组当代的、性别包容的创业属性,并与 591 名大学生进行了测试,以探索性别创业身份差距的性质。

发现

虽然男性的刻板印象持续存在,并且女学生的创业身份差距更大,但结果表明,在学生群体中出现了更具性别包容性的创业词汇,并且对理想化的企业家抱有雌雄同体的看法。创业教育对创业意向有正向影响。

研究限制/影响

研究结果推动了关于企业家身份、性别身份差距的性质以及教育在缩小这一差距方面的作用的对话。问卷和性别包容性属性集应继续在学生样本之外进行测试。

实际影响

根据这项研究,创业教育可以受益于更具性别包容性的教学实践和词汇以及对创业意味着什么的更广泛的定义。更多的学生——无论男女——将把自己视为企业家,并被激励参与创新经济。

原创性/价值

本研究采用一种新颖的方法来研究企业家身份,围绕商业冒险开发了一套新的属性和当代词汇。

更新日期:2021-06-23
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