Abstract
Within the patriarchal society of Pakistan, the current study has modeled one research
question: Does university-based entrepreneurship education (EE) raise university
students’ self-employment attitudes and intention through nurturing their perceptions of
gender equality and empowering women?
To address this question, the current study uses partial least square structural equation
modeling (PLS-SEM), with the hypotheses grounded in the theory of planned behavior
(TPB) and Sustainable Development Goals (SDGs, 4&5) to provide the complementary
explanations of the female students’ intention to become self-employed. Based on
reliable and valid constructs, the PLS structural model significantly explains about 54%
of the variance in female students’ intention to become self-employed.
However, the most relevant result to be considered is the confirmation that female
students’ positive perceptions of gender equality can lead them to their perceptions of
women empowerment. Likewise, through it, to attitudes about and intention to participate
in self-employment
Apart from its limitations, the current study presents some theoretical and practical
implications in the Pakistani context. Particularly that through discussion and persuasion,
entrepreneurial education-based gendered supportive activities can reshape especially
female students’ gender attitudes and stereotypes. That, in turn, may enhance their selfemployment career attitudes and intention.
Masood ul Hassan, Anjum Naz. (2020) Education for Women Entrepreneurial Attitudes and Intentions: The Role of Perceptions on Gender Equality and Empowerment, Pakistan Journal of Commerce and Social Sciences, Volume 14, Issue 1.
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