“This class is not for you”: An investigation of gendered subject construction in entrepreneurship course descriptions
- For leadership
- Summary created: 2021
This research considers the exclusionary nature of gendered language within entrepreneurship training and education in universities.
This summary, including its recommendations and ideas, was created by Sally Jones and is based on original research. The original research itself was conducted in collaboration with the following researcher.
.png)
We analysed of 86 course descriptions from 81 universities in 21 countries, and examined the degree to which course descriptions use gendered language, how such language constructs gendered subjects, and the resultant implications.
We found that course descriptions are predominantly, but not exclusively, masculine in their language. More importantly, the distribution of feminine and masculine language is uneven across course descriptions. Context variables such as regional or national culture differences do not explain this distribution. Instead, the phenomenon is explained by course content/type; whereby practice-based entrepreneurship courses are highly masculine, compared to traditional academic courses, where students learn about entrepreneurship as a social phenomenon.
We conclude that universities and educators have not taken into account recent research about the real and possible negative consequences of positioning entrepreneurship in a stereotypical, masculinised fashion through gendered language.
We argue that critically reviewing the language used offers an inexpensive opportunity to improve recruitment of more diverse cohorts and description accuracy.
Insights
We found that course descriptions are predominantly, but not exclusively, masculine in their language.
We conclude that universities and educators have not taken into account recent research about the real and possible negative consequences of positioning entrepreneurship in a stereotypical, masculinised fashion through gendered language.
What it means
We analysed of 86 course descriptions from 81 universities in 21 countries, and examined the degree to which course descriptions use gendered language, how such language constructs gendered subjects, and the resultant implications.
We found that course descriptions are predominantly, but not exclusively, masculine in their language. More importantly, the distribution of feminine and masculine language is uneven across course descriptions. Context variables such as regional or national culture differences do not explain this distribution. Instead, the phenomenon is explained by course content/type; whereby practice-based entrepreneurship courses are highly masculine, compared to traditional academic courses, where students learn about entrepreneurship as a social phenomenon.
We conclude that universities and educators have not taken into account recent research about the real and possible negative consequences of positioning entrepreneurship in a stereotypical, masculinised fashion through gendered language.
We argue that critically reviewing the language used offers an inexpensive opportunity to improve recruitment of more diverse cohorts and description accuracy.
Proposed action
Raise awareness of the exclusionary power of gendered language
Reviewing how entrepreneurship/self-employment may be gendered (and masculinised) in promotional and training materials
Developing gender sensitive training/education for the whole organisation
This research could be used to inform publicity materials that are aimed at women (particularly those encouraging entrepreneurship/self-employment courses/training)
Share your thoughts
You must be logged in to ask a question. Make an account.
Acknowledgements
Are you a researcher looking to make a real-world impact? Join Acume and transform your research into a practical summary.