2024 ASEE Annual Conference & Exposition

Discipline-based education researchers (DBERs) often adopt theories and methodologies that are finely tuned to the specific contexts of their respective disciplines. This localized approach is indeed valuable on a disciplinary level, but the greater efficacy of DBER as a field of study hinges on scholars finding a common ground to construct a broadly applicable understanding that transcends disciplinary boundaries. This NSF-funded project ventures into DBER that has the potential to be transformative in the field of STEM education, particularly in the emerging sub-area of STEM entrepreneurship education research. The project investigates entrepreneurship education programs (EEPs) from a conceptual perspective, seeking to understand the factors influencing women faculty's participation in these educational programs. Specifically, this project draws from research conducted in disparate fields to capture the essence of adult participation theories and theoretical foundations from entrepreneurship education literature. This confluence of these theories culminates in creating a unified, overarching framework that serves as a model for systematic investigations into entrepreneurship program participation across various academic disciplines. Furthermore, it situates itself within the intricate socio-cultural landscape of STEM academia, ensuring that the developed conceptual understanding encapsulates the lived experiences of women STEM faculty within the systemic norms of STEM disciplines.

In this paper, we illuminate the complex and multifaceted factors influencing women STEM faculty's involvement in EEPs, shedding light on the interplay between personal experiences, systemic challenges, and the broader socio-cultural context. Moreover, we provide a synthesis of interdisciplinary theoretical perspectives that serve as a lens for conducting and analyzing in-depth interviews with a diverse sample of 32 women STEM faculty. Overarchingly, the project aims to contribute to the development of EEPs that engage a more extensive and diversified women STEM faculty population. The project's findings are anticipated to provide the entrepreneurship education community with a research-based conceptual understanding for the development of EEPs that are inclusive and, in turn, promote the participation of women STEM faculty.

In summary, this research endeavors to advance the understanding of factors influencing women STEM faculty's participation in entrepreneurship education programs and contributes to the creation of an inclusive and equitable landscape for entrepreneurship education across STEM disciplines. By merging multiple theories into a unified model, this project offers a creative way of leveraging interdisciplinary perspectives, underscoring the importance of a shared theoretical foundation for effective education research.