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The paradigm “think entrepreneur–think male” continues to prevail in entrepreneurship education (EE). Aiming to explore how EE educators and EE students engage with this paradigm, this paper examines how students’ beliefs about entrepreneurship are shaped within the classroom.
Design/methodology/approach
This study is based on a single case comprising 32 interviews with EE students and educators from a variety of higher education institutions in the Netherlands. Observations were conducted in a learning environment where undergraduate students from a range of EE minors (general, social and tech entrepreneurship) collaborated on projects under the guidance of entrepreneurship educators.
Findings
Our findings reveal that gendered constructs are deeply embedded in EE, shaping perceptions of entrepreneurship. However, these constructs are changing and challenging the “think entrepreneur–think male”.
Originality/value
This study contributes to gender and entrepreneurship literature by challenging the existence of the prevailing paradigm “think entrepreneur–think male” in EE. We emphasise the importance of acknowledging individual entrepreneurial motivations while recognising gendered constructs in entrepreneurial support and resource access.
DOCUMENT
Presentation at ISSA Conference 2016 (International Sport Sociology Association): "Based on predominantly qualitative research, socio-critical sports sociologists from various (western) countries have in the past argued convincingly that heteronormativity and homophobia form early influences in organised competitive sport. In contrast, recent research indicates that homophobia is decreasing even in traditional male team sports such as football, and that acceptance of homosexuality is growing. However, research into the acceptance of homosexuality in the Netherlands shows that male teenagers who participate in sports are less tolerant than older participants. In this presentation, the main question treated is how young male participants in team sports experience forms of homonegativity and heteronormativity. To answer the research question, ethnographic research was conducted among young male participants in team sports. The results of this study shows that team sports in which young males and young adults take part can no longer be characterised as absolutely homophobic. At the same time, the findings show that homosexuality in these teams is still hardly a natural given, and that the acceptance is often fragile and conditional. Although the dominant forms of interaction may not be explicitly homonegative (any longer), they are still often hetero- and gender-normative."
DOCUMENT
In cases of sexual assault, the interpretation of biological traces on clothing, and particularly undergarments, may be complex. This is especially so when the complainant and defendant interact socially, for instance as (ex-)partners or by co-habitation. Here we present the results from a study where latent male DNA on female worn undergarments is recovered in four groups with different levels of male-female social interaction. The results conform to prior expectation, in that less interaction tend to result in less male DNA on undergarments. We explore the use of these experimental data for evaluative reporting given activity level propositions in a mock case scenario. We show how the selection of different populations to represent the social interaction between complainant and defendant may affect the strength of the evidence. We further show how datasets of limited size can be used for robust activity level evaluative reporting.
MULTIFILE
People rely on the facial appearance of political candidates when voting. Here, we examine whether the perceived competence, trustworthiness, and attractiveness of male Italian mayoral candidates (n = 150) predict their electoral success. Building on situational leadership theory, we also examine whether associations between apparent traits and electoral success are moderated by contextual factors. Specifically, we test whether trustworthy-looking politicians are more successful in Southern Italy where political corruption is a more salient issue. Across three preregistered studies (N = 470), we find that attractive-looking candidates were more successful. Perceived competence and trustworthiness were not consistently associated with electoral success. Moreover, we do not find evidence that regional variation in corruption moderates the success of trustworthy-looking politicians.
DOCUMENT
Objectives: The strategy for dynamic postural stability might be different for male and female players. Additionally, dynamic and challenging tasks are recommended to measure differences in postural stability between injured and non-injured players. Therefore, the dynamic stability index (DSI) was developed which measures the ability of a player to maintain static balance after a dynamic task. The first aim of this study was to evaluate DSI differences between males and females for different jump directions. The second aim was to examine both preseason DSI differences between players with and without a history of ankle sprain, and between players with and without an ankle sprain during the subsequent season.Design: Prospective cohort design. Setting: Laboratory. Participants: 47 male (22.9 ± 3.9 y, 193.5 ± 7.9 cm, 87.1 ± 10.6) and 19 female (21.5 ± 2.9 y, 175.9 ± 7.3 cm, 69.0 ± 11.7 kg) sub-elite and elite basketball, volleyball and korfball players. Main outcome measures: Ankle sprain history was collected using a general injury history questionnaire. DSI on a single-leg hop-stabilization task measured preseason were calculated by using force plates and a Matlab program. Ankle sprains were reported during subsequent season. Results: Male players demonstrated larger DSI than female players on forward medial/lateral stability index (MLSI) (0.037± 0.007 vs 0.029 ± 0.005) and vertical stability index (VSI) (0.369 ± 0.056 vs 0.319 ± 0.034) (p < 0.001), diagonal VSI (0.363 ± 0.046 vs 0.311 ± 0.033) (p < 0.001), and lateral anterior/posterior stability index (APSI) (0.062 ± 0.015 vs 0.047 ± 0.011) and VSI (0.350 ± 0.054 vs 0.294 ± 0.037) (p < 0.001). Forward (0.384 ± 0.055 vs 0.335 ± 0.033), diagonal (0.379 ± 0.046 vs 0.328 ± 0.032) and lateral (0.368 ± 0.053 vs 0.313 ± 0.035) dynamic postural stability indices (DPSI) were larger for males (p < 0.001). No significant differences were found between players with and without a previous ankle sprain nor between players with and without an ankle sprain during subsequent season.
DOCUMENT
OBJECTIVES:The purpose of the current study was to compare the results of a progressive strength training protocol for soccer players after anterior cruciate ligament reconstruction (ACLR) with healthy controls, and to investigate the effects of the strength training protocol on peak quadriceps and hamstring muscle strength. DESIGN:Between subjects design. SETTING:Outpatient physical therapy facility. PARTICIPANTS:Thirty-eight amateur male soccer players after ACLR were included. Thirty age-matched amateur male soccer players served as control group. MAIN OUTCOME MEASURES:Quadriceps and hamstring muscle strength was measured at three time points during the rehabilitation. Limb symmetry index (LSI) > 90% was used as cut-off criteria. RESULTS:Soccer players after ACLR had no significant differences in peak quadriceps and hamstring muscle strength in the injured leg at 7 months after ACLR compared to the dominant leg of the control group. Furthermore, 65.8% of soccer players after ACLR passed LSI >90% at 10 months for quadriceps muscle strength. CONCLUSION:Amateur male soccer players after ACLR can achieve similar quadriceps and hamstring muscle strength at 7 months compared to healthy controls. These findings highlight the potential of progressive strength training in rehabilitation after ACLR that may mitigate commonly reported strength deficits.
DOCUMENT
Research has shown that female students cannot profit as much as male students can from cooperative learning in physics, especially in mixed-gender dyads. This study has explored the influence of partner gender on female students’ learning achievement, interaction and the problem-solving process during cooperative learning. In Shanghai, a total of 50 students (26 females and 24 males), drawn from two classes of a high school, took part in the study. Students were randomly paired, and there were three research groups: mixed-gender dyads (MG), female–female dyads (FF) and male–male dyads (MM). Analysis of students’ pre- and post-test performances revealed that female students in the single-gender condition solved physics problems more effectively than did those in the mixed-gender condition, while the same was not the case for male students. We further explored the differences between female and male communication styles, and content among the three research groups. It showed that the females’ interaction content and problem-solving processes were more sensitive to partner gender than were those for males. This might explain why mixed-gender cooperation in physics disadvantages females in high schools.
MULTIFILE
Entrepreneurship is the driving force for the growth of economies. Female entrepreneurship is, however, still lagging behind in development when compared to male entrepreneurship. This paper describes possible differences between male and female entrepreneurship and the reasons behind these differences, and more particular, why and how education can play a role in stimulating female students to become entrepreneurs. The most common research question is related to differences between male and female entrepreneurs in attitudes, characteristics and competences in respect to entrepreneurship. Few such differences were found. The educational setting is one of the core areas where students can devote their time in developing competences. Therefore, it might be of interest to study the educational context that contributes to female entrepreneurship. This paper presents an overview of the disincentives and incentives for female entrepreneurship. Furthermore it discusses the role of traits and competences in comparing male and female entrepreneurship. Concluded is with how education can contribute to fostering female entrepreneurship.
DOCUMENT
Background In Dutch engineering education, female students outperform male students.
Using an interactionalist framework, this study explores factors that contribute to this gender-based difference.
Purpose
This study aims to answer two questions: Do female and male students differ in background characteristics, engagement factors, and academic success? Are differences in the relationships among background characteristics, engagement factors, and academic success gender-specific?
Design/method
Data on male and female engineering undergraduate students from five Dutch universities were subjected to linear structural modeling to compare potential gender differences in the relationships among the focal variables. Two structural models were considered.
Results
Female students spent more time on independent study, reported more social inte- gration, completed more credits, and were more likely to stay in engineering than were male students. Academic integration and intention to persist were important for comple- tion of credits for both genders. Social integration was only important for men’s academic success. Females seemed to benefit less from good preparation through active learning during secondary education, and the effect of a high grade point average on math was neg- ative for females but positive for males.
Conclusions
Interactionalist concepts can explain academic success, but the relationships among concepts vary by gender. Males’ intentions to persist in engineering are an outcome
of engagement processes during the first year, whereas females’ intentions to persist in engineering are manifest at the start of the first year.
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