Gender Variations and Entrepreneurial Intentions: A Cross-Sectional Analysis of Finalist Undergraduate Students at Mbarara University of Science and Technology, Uganda

Abstract

Background: Recently, the dynamics of gender and entrepreneurship have received more attention; however, the subtleties of how gender affects entrepreneurial intentions remain a challenge, despite empowerment through skills and formal training. This study seeks to establish gender differences in entrepreneurial intentions in educational settings as well as the broader context of gender equity in achieving financial independence among finalist undergraduate students. The results of this study contribute to a better understanding of gender related factors that influence entrepreneurial intentions among undergraduate students. Methodology: This was a cross-sectional and quantitative study. The study site was the town campus of Mbarara University of Science and Technology. The study population consisted of finalist businesses and students. The data were managed and analyzed using STATA version 17. T-tests of independent samples and means were used for data analysis. Results: Of the 404 respondents, the majority were males (56.2%). Entrepreneurial Intentions were higher among females with a history of business ownership (M = 22.7, SD = 5.1) than among those without a history of business ownership (M = 19.5, SD = 6.9), at t = 2.25, p <0.05. Further, entrepreneurial intentions were lower among male students whose male caretakers or parents had business as an occupation (M = 19.5, SD = 6.9) than their counterparts whose male parents were not in business (M = 21.5, SD = 5.6) at t = 2.31, p <0.05. No other gender differences were found across other socio-demographic variables (p <0.05). Conclusion: Entrepreneurial Intentions differed among females with a history of business ownership. We argue that the complex interplay of gender demographic gaps in shaping undergraduate students ‘entrepreneurial aspirations cannot be significantly improved based on family background without conclusive equal opportunity training approaches. Designing a hands-on and role-modeling entrepreneurship curriculum can shape gender-mainstream intentions.