The influence of role models and entrepreneurial support on the business start-up intentions of women and men
Why this work is in the frame
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Bibliographic record
Abstract
This research examines how role models and entrepreneurial support distinctly affect the entrepreneurial intention of female vs male students in five universities located in South and Central America. Moreover, it examines how gender is related to variables such as entrepreneurial exposure, capability, intention, and subjective norms. We surveyed 1,213 undergraduate students in business-related fields using a correlational, non-experimental, cross-sectional design. We conducted an univariate and bivariate descriptive statistical analysis, followed by structural equation modeling (SEM) to assess various correlations and causal relationships. Our findings indicate that factors influencing entrepreneurial intention may differ between female and male students. Specifically, exposure to support services and role models may affect the entrepreneurial intention of female students differently than male students. Additionally, perceived behavioral control and subjective norms may not be positively correlated with entrepreneurial intention for either gender. This study provides insights into how entrepreneurial knowledge, capabilities, subjective norms, and intentions vary by gender in Latin American countries, contributing to the existing literature. It also offers gender-sensitive managerial recommendations to promote entrepreneurship in the region.
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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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.001 |
| 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