The relatable entrepreneur: Combating stereotypes in entrepreneurship education

Abstract

Despite an estimated 582 million entrepreneurs globally, stereotypes plague the social cognitive concept of “the entrepreneur,” shaping assumptions of what entrepreneurship is while being far from representative of possible entrepreneurial identities. “Heroic” stereotypes of entrepreneurs (e.g., Steve Jobs or Elon Musk) stemming from the popular media shape the assumptions of students entering entrepreneurship classrooms. These stereotypes are strong and limiting, framing entrepreneurship as attainable only through exceptional skill and talent, and are often characterized by exclusively masculine qualities. Involving identity work in entrepreneurship education can expose the limitations that stereotypes impose on students aspiring to be entrepreneurs and introduce more heterogeneity. The use of narrative cases allows educators to facilitate a threefold approach: (1) raising awareness of stereotypes, (2) creating a structure for more realistic examples and socialization through narrative comparisons and (3) teaching students the basics of identity management for sustaining their entrepreneurial careers. The approach encourages direct conversations about what is—and who can become—an entrepreneur and reveals the limiting beliefs that students may bring with them into the classroom. Such discussion informs the educator on how to foster students’ entrepreneurial identity and empower their identity management.

Do enterprise education competitions have gendered outcomes amongst STEM early-career researchers?

“…Thus, women tend to be regarded as weak, passive, caring and better suited to domestic roles and responsibilities; whereas men are regarded as strategic, assertive, agentic and persistent; qualities and characteristics associated with entrepreneurs (Ahl, 2006; Treanor and Marlow, 2021). The stereotypical entrepreneur is portrayed as a heroic, maverick, self-made man (Raible and Williams-Middleton, 2021); this image is particularly salient to define growth-oriented innovative entrepreneurs who create STEM ventures (Kuschel et al, 2020). Consequently, the masculine constructions and cultures of STEM actors, sectors and environments can deter women’s entry into such fields (Marlow and McAdam, 2015).…”

Facilitating knowledge creation and team performance through behavioral integration and skill-based identity

“…For instance, individuals can see themselves as sharing a part of their identity with the team or, as we argue, with various skills, such as project management, data analysis or writing. However, theorizing on the role of team member identity remains incomplete (Raible and Williams-Middleton, 2021). Specifically, research has failed to consider how a team member's skill-based identity and corresponding knowledge level support or hinder knowledge creation and team performance.…”