Entrepreneurship Education for Women—European Policy Examples of Neoliberal Feminism?

Berggren, Caroline

doi:10.1080/10564934.2020.1780136

Cited by 7 publications

(11 citation statements)

References 37 publications

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“…They voiced their appreciation for the psychological safety, knowledgesharing, and collaborative culture of the women's-only context. In some ways, these findings challenge previous research focused on women's entrepreneurship policy and programming (Berggren, 2020;Harrison et al, 2020;Marlow and McAdam, 2013), which calls attention to the siloing effects of women-only spaces and networks. Although this study does not advocate for women-only programs, it does call attention to the need for psychologically safe spaces that provide explicit support to women, people of color, and those that feel "othered" by dominant, masculine norms.…”

Section: Discussioncontrasting

confidence: 63%

“…Research continues to demonstrate that women and ethnic minority founders lack access to financial capital (Brush et al, 2018;Edelman et al, 2018), social capital (McAdam et al, 2019€ Ozkazanç-Pan and Clark-Muntean, 2018) and symbolic capital (Swail and Marlow, 2018). Siloed, "women-only" entrepreneurship programs are controversial and have shown to be ineffective in addressing the gender and funding gap in earlystage and high-growth entrepreneurship (Berggren, 2020;Harrison et al, 2020; Accelerating alienation…”

Section: Introductionmentioning

confidence: 99%

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Accelerating alienation: gender and self-efficacy in the accelerator context

MacNeil

Schoonmaker

McAdam

2022

IJEBR

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PurposeThis study focuses on the lived experiences of early-stage women founders in a venture accelerator context. In particular, this work explores how gender shapes entrepreneurial self-efficacy (ESE) development in early-stage female founders in the venture accelerator context.Design/methodology/approachA qualitative, feminist-sensitive research methodology was utilized, with empirical evidence drawn from interviews with fifty one female founders and four accelerator managers located in four, competitive accelerator programs located in the Northeastern United States.FindingsStudy findings highlight how accelerators contribute to ESE development. Data also shows how the micro-processes related to masculinized discourse, culture, as well as mentorship and training, contribute to the “othering” and minimization of women during early-stage venture development.Originality/valueThis study contributes to the accelerator literature through a provision of insights into the ways a dominant, masculinized discourse and culture alienates female participants, making them feel “othered’, and resulting in a lack of fit with critical networking and funding opportunities. Second, this study builds on self-efficacy theory by applying a gender lens to the areas of mastery learning, vicarious learning, social persuasion and mental state, thus illuminating ways that the masculinization of these processes negatively disrupts the ESE development of female founders. Third, this study builds more broadly on the women's entrepreneurship literature by showing how masculine norms and culture ultimately impact upon the well-being of women in an early-stage entrepreneurship context.

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Section: Discussioncontrasting

confidence: 63%

Section: Introductionmentioning

confidence: 99%

Accelerating alienation: gender and self-efficacy in the accelerator context

MacNeil

Schoonmaker

McAdam

2022

IJEBR

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“…Two steps were involved: (1) Take the logarithm of base 10 of the independent and dependent variables (control variables were not included) to generate new variables; (2) Robust standard error regression was adopted using the new variables. Since EE pays less attention to gender issues, it mainly guides women to learn the "correct" male entrepreneur mentality at present (Berggren, 2020). However, EE programs that can improve the entrepreneurial performance of men are not necessarily effective for women (Brixiova et al, 2020), and gender differences may lead to different EE needs and evaluations.…”

Section: Resultsmentioning

confidence: 99%

“…Finally, microscopically, grasp the needs of student groups of different genders, subject majors, and backgrounds to provide EE in a targeted way. For example, introduce female role models to promote EE among female students (Berggren, 2020). Encourage interdisciplinary cooperation to achieve complementarity among disciplines.…”

Section: Managerial Implicationsmentioning

confidence: 99%

How to Improve Entrepreneurship Education in “Double High-Level Plan” Higher Vocational Colleges in China

Huang

Zhang²,

Long

et al. 2021

Front. Psychol.

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Entrepreneurship education complements vocational education in helping students develop their career prospects. This empirical study comprehensively analyzed sample data of 13,885 students from 40 “Double High-level Plan” higher vocational colleges in China using robust standard error regression analysis and other methods. The results showed that Entrepreneurship Practice (EP), Entrepreneurship Curriculum (EC), and Integration of Entrepreneurship Education and Professional Education (IEEPE) have a significant positive effect on Entrepreneurship Education Performance (EEP), with EP being the most important factor. Furthermore, ascribed factors (gender, household registration, only child or not, whether parents have entrepreneurial experience) and self-achieved factors (double high-level type, school area, subject major, whether to accept social entrepreneurship education) were found to affect students' perception of investment in entrepreneurship education. The study summarizes the existing problems of entrepreneurship education in “Double High-level Plan” higher vocational colleges and proposes four suggestions: pursue the integrated development of entrepreneurship education and “Double High-level” construction, advance both theoretical education and practical education, promote digital reform of the “three teaches” (teachers, teaching materials, and teaching methods), and develop entrepreneurship education in a comprehensive and balanced manner. This has certain theoretical and practical significance for the improvement of entrepreneurship education in other developing countries.

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“…Neoliberal feminist ideas have been detected in numerous Western professional and policy contexts, including in career guides for women (Rottenberg 2018), business women's conferences (Mickey 2019), interviews with senior professional women (Yeomans 2019), policy-making (Berggren 2020) and political speeches (Dangoisse and Perdomo 2020). In contrast, the body of research on neoliberal feminism in East Asia is small but developing (Kim 2019;Peng 2019;Yu 2018).…”

Section: Neoliberal Feminismmentioning

confidence: 99%

Globalisation, Geopolitics, and Gender in Professional Communication

Mullany¹,

Schnurr²

2022

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This edited collection investigates the linguistics of globalisation, geopolitics and gender in workplace cultures in a range of different contemporary international settings. The chapters examine how issues of globalisation, gender and geopolitics affect professionals in different workplace contexts, including domestic workers; IT professionals; teachers, university staff; engineers; entrepreneurs; CEOs of different corporates including locally based businesses as well as multinationals; farmers; co-operative leaders; NGO leaders; bloggers; healthcare assistants and caregivers.Taking different sociolinguistic approaches to exploring language and the geopolitics of gender at work in Dubai,

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Entrepreneurship Education for Women—European Policy Examples of Neoliberal Feminism?

Cited by 7 publications

References 37 publications

Accelerating alienation: gender and self-efficacy in the accelerator context

Accelerating alienation: gender and self-efficacy in the accelerator context

How to Improve Entrepreneurship Education in “Double High-Level Plan” Higher Vocational Colleges in China

Globalisation, Geopolitics, and Gender in Professional Communication

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