Catalyzing entrepreneurial intentions among female students: unpacking the role of entrepreneurship education and gender stereotype dynamics

Purpose This study is based on the Theory of Planned Behavior (TPB) to investigate the entrepreneurial intentions of women in an emerging economy. The purpose of this study is to extend TPB by introducing entrepreneurship education and gender stereotypes to examine their direct and indirect effects on entrepreneurial intention. Design/methodology/approach A sequential mixed-methods approach was used. The theoretical model and measurement scale were developed through a synthesis of literatures and findings from interviews. Subsequently, data were collected from 869 female students in Vietnamese universities and analyzed using Partial Least Squares Structural Equation Modeling. Findings The results of this study confirm the significant influence of attitude, self-efficacy and gender stereotypes on entrepreneurial intention, but not subjective norms. Furthermore, entrepreneurship education is proved to be a strong predictor, not only directly affecting intention but also, more powerfully, indirectly through its positive effect on the three core cognitive factors of attitude, self-efficacy and gender stereotypes. Originality/value This research offers a nuanced extension of the TPB by positioning entrepreneurship education as a key antecedent that shapes cognitive beliefs. This study provides novel insights into the drivers of entrepreneurship among women in Vietnam, with important theoretical and practical implications for researchers, policymakers and educators aiming to foster female entrepreneurial potential.