Extant research results illustrate that women are roughly half as likely to become entrepreneurs as men (Kauffman Compilation: Research on Gender and Entrepreneurship, 2016). However, women may see themselves fit in traditionally male jobs when the language used in the job advertisement is communal in nature (Gaucher, 2011), and vice versa. To empirically test this idea, the authors first sought to understand if there were any gender biases in the accelerators’ calls for applications using a validated scale of masculine and feminine words. They found a higher percentage of feminine words across most regions, which is in the opposite direction of what was expected. Second, the authors manipulated the language used in an accelerator program call for application (1) with the percentage of gendered words found from the accelerators on the ANDE list (3-4%) and (2) an exaggerated percentage of gendered words (9%), to see how it affected women and men’s perceptions of the accelerator program. In general, men in the U.S. express high entrepreneurial fit, sense of belonging, and application success possibly because the U.S. is high on both individualism and masculinity on Hoefstede’s country culture dimensions. However, women in Latin America report results that are opposite to men in the United States.

"Despite mounting interest in growth mindset interventions, this approach has yet to be applied to the domain of entrepreneurship. In the present research, we developed and tested if a growth mindset intervention could be leveraged to promote students' entrepreneurial self-efficacy and if this, in turn, predicted career development (i.e., academic interest, career interest, task persistence, and academic performance). We report on our findings, from an Open Science Framework (OSF) preregistered study, that is a randomized controlled trial implementing a growth mindset intervention. We randomly assigned undergraduate students (N = 238) in an introduction to entrepreneurship class to either the growth mindset intervention or to a knowledge-based attention-matched control. Students in the growth mindset intervention, relative to the control, reported greater entrepreneurial self-efficacy and task persistence on their main class project. The intervention also indirectly improved academic and career interest via entrepreneurial self-efficacy. However, the intervention failed to directly or indirectly impact performance on a classroom assignment. Additionally, and somewhat surprisingly, gender and past experience in the field failed to moderate any effects of the intervention on outcomes. Theoretical implications, limitations, and future directions are discussed."