Social Entrepreneurs with Disabilities: Exploring Motivational and Attitudinal Factors
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The current economic climate demands more innovative approaches to increasing labor market participation for people with disabilities. Social entrepreneurship offers one alternative pathway to employment. However, little is known about the motivational and attitudinal factors influencing social entrepreneurship for people with disabilities. Using empirical data from focus groups comprised of social entrepreneurs with disabilities, and interviews with key stakeholders working in the fields of policy, disability, and business, this research frames its analysis in the intersection of disability studies and entrepreneurial studies to explore: what motivates people with disabilities to pursue social entrepreneurship, if they continue to encounter attitudinal barriers and discrimination, and whether motivational and attitudinal factors affect their social entrepreneurship. Findings indicate that despite social entrepreneurship having been promoted as a strategy for circumventing employment discrimination, the individuals with disabilities in this research continued to encounter attitudinal barriers and discrimination affecting their employment decisions. Future research should focus on interrogating what might be gained in the spaces where need and opportunity intersect and exploring the extent to which motivations overlap for social entrepreneurs with disabilities in theory, policy, and practice.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it