Promoting a Contemporary Image of Entrepreneurial Careers: A Course Concept to Address Gender Role Stereotypes Through Entrepreneurship Education

IF 2.5 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Management Education Pub Date : 2023-12-04 DOI:10.1177/10525629231215798
Janina Sundermeier, Conny Steenblock
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Abstract

Students who seemingly do not fit the masculine ideal of an entrepreneur rarely consider entrepreneurship as a suitable career path due to a lack of identification and perceived feasibility. To challenge the masculinization of entrepreneurship, we drew from contemporary literature on gender role stereotypes to design a course that enables business and management educators to foster entrepreneurial aspirations among all genders. To that end, we introduce and evaluate a variety of pedagogical nudges that help raise awareness of and dismantle the stereotypical beliefs that deem masculine characteristics necessary to succeed in an entrepreneurial career. Results from 122 students and scientists who participated in the course show that these nudges, including the androgynous representation of entrepreneurship and the creation of safe spaces, help participants transform their views on who and what is involved in entrepreneurship. Our discussion underscores the importance of addressing gender role stereotypes in entrepreneurship education as a means to increase the pool of individuals who can identify with the role of a startup founder and to de-bias the allocation of resources in venture creation processes.
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宣传创业职业的现代形象:通过创业教育消除性别角色定型观念的课程理念
那些看起来不符合男性企业家理想的学生很少把创业作为一个合适的职业道路,因为缺乏识别和感知的可行性。为了挑战创业的男性化,我们借鉴了当代关于性别角色刻板印象的文献,设计了一门课程,使商业和管理教育工作者能够培养所有性别的创业愿望。为此,我们介绍并评估了各种各样的教学方法,这些方法有助于提高人们对男性特征是创业成功所必需的这种刻板印象的认识,并消除这种刻板印象。参与该课程的122名学生和科学家的结果显示,这些推动因素,包括创业的中性化代表和安全空间的创造,帮助参与者改变了他们对创业涉及谁和什么的看法。我们的讨论强调了解决创业教育中性别角色刻板印象的重要性,这是一种增加能够认同创业创始人角色的个人数量和消除创业过程中资源分配偏见的手段。
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来源期刊
Journal of Management Education
Journal of Management Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.10
自引率
14.30%
发文量
23
期刊介绍: The Journal of Management Education (JME) encourages contributions that respond to important issues in management education. The overriding question that guides the journal’s double-blind peer review process is: Will this contribution have a significant impact on thinking and/or practice in management education? Contributions may be either conceptual or empirical in nature, and are welcomed from any topic area and any country so long as their primary focus is on learning and/or teaching issues in management or organization studies. Although our core areas of interest are organizational behavior and management, we are also interested in teaching and learning developments in related domains such as human resource management & labor relations, social issues in management, critical management studies, diversity, ethics, organizational development, production and operations, sustainability, etc. We are open to all approaches to scholarly inquiry that form the basis for high quality knowledge creation and dissemination within management teaching and learning.
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