Exploring the Effects of Higher Education Experiences on Male and Female STEM Majors' Attitude Towards Entrepreneurship
Notice bibliographique
Résumé
The purpose of this study was to assess how higher education experiences differently affect female and male STEM students' personal valuation about becoming an entrepreneur. The promotion of entrepreneurship has made its way onto the agendas of policymakers, students, and institutions of higher education. Nonetheless, most studies indicate that male students are significantly more likely than female students to express positive personal valuations about becoming an entrepreneur. The factors influencing this difference, however, are left unexamined. An understanding of how higher education experiences foster or deter interest in entrepreneurship is important for the success of campus-based entrepreneurship initiatives, and for ensuring equal opportunities for female student participation. Universities and colleges in the United States (US) have been at the forefront of efforts to foster student entrepreneurship. Using a series of ordinal logistic regressions on a multi-institutional sample of 871 four-year college and university students collected by the Wabash National Study in the US, I examine student attitudes towards becoming an entrepreneur, along with student responses regarding their higher education experiences on three different waves. Results show that on entering higher education male students are more likely than female students to view becoming an entrepreneur as important, and that this gap widens over time. Moreover, becoming an entrepreneur loses importance for both male and female students over time. This study also found certain personality traits and higher education experiences as significantly associated with studentsâ valuations of the importance of becoming an entrepreneur, namely the degree to which one enjoys engaging in effortful cognitive activities, exams and assignments that require higher-order thinking, and interactions with faculty. This study contributes to understandings of the relationship between higher education and entrepreneurship in several ways. First, the results of this study show that attitudes towards entrepreneurship are weakly associated with key personality traits, indicating that differences between male and female valuations of the importance of becoming an entrepreneur likely stem in part from social expectations and experiences. Second, the results from this study provide colleges and universities with evidence that certain practices may make a difference in the likelihood students will value as important becoming an entrepreneur. The conclusions of this study suggest that colleges and universities interested in promoting student entrepreneurship should be proactive in harnessing studentsâ entrepreneurial interests early in their higher education, when such interests are at their highest.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,006 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,001 | 0,001 |
| Science ouverte | 0,000 | 0,001 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,007 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».