{"id":1777,"date":"2018-06-29T21:27:33","date_gmt":"2018-06-29T21:27:33","guid":{"rendered":"https:\/\/entrepreneurship.asu.edu\/blog\/?p=1777"},"modified":"2022-06-01T20:53:14","modified_gmt":"2022-06-01T20:53:14","slug":"leveling-the-playing-field-in-innovation-and-entrepreneurship-education","status":"publish","type":"post","link":"https:\/\/entrepreneurship.asu.edu\/blog\/2018\/06\/29\/leveling-the-playing-field-in-innovation-and-entrepreneurship-education\/","title":{"rendered":"Leveling the playing field in innovation and entrepreneurship education"},"content":{"rendered":"\n

There are more entrepreneurship activities<\/a> and resources available for early-stage innovators than ever before. Yet underrepresentation of women, people of color, and first-generation college students is still present within innovation and entrepreneurship education. How can faculty and entrepreneurial support organizations help cultivate a diverse pipeline of science and technology innovators?<\/p>\n\n\n\n

During our OPEN 2018<\/a> conference, VentureWell CEO, Phil Weilerstein<\/a>, spoke with Ji Mi Choi<\/a>, Associate Vice President of Knowledge Enterprise Development at Arizona State University, about the growing effort to eliminate inequality in innovation and entrepreneurship education. Choi and colleagues from the National Association for Community College Entrepreneurship (NACCE) and Arizona State University led an OPEN panel discussion called Designing for Diversity: Why It Matters and What to Do About It, <\/i>which explored strategies for increasing participation of historically excluded groups in entrepreneurship. The following excerpt of their conversation highlights ways faculty and entrepreneurial support organizations can help level the playing field for all<\/i> students interested in innovation and entrepreneurship.<\/p>\n\n\n\n

\"\"<\/a><\/figure><\/div>\n\n\n\n

Weilerstein: What are some common barriers preventing underrepresented minority students from participating in innovation and entrepreneurship?<\/b><\/p>\n\n\n\n

Choi:  Perceptual barriers are common. It\u2019s hard to be what you can\u2019t see. Let\u2019s say a underrepresented minority woman is considering a path in technology. However, she constantly sees profiles of white males in that space. How does she connect to a community that doesn\u2019t look like it\u2019s meant for her? That often leads students with great potential to say, \u201cWell, that\u2019s not for me. That\u2019s not who I am.\u201d<\/p>\n\n\n\n

Weilerstein: How can universities address that perceptual barrier?<\/b><\/p>\n\n\n\n

Choi: For starters, audit the marketing materials. Do they reflect the community the institution claims to serve? Several years ago, Arizona State University updated a program page on our entrepreneurship website. Images were chosen for ease, and thought wasn\u2019t given to whether or not they reflected the program mission or community we serve. One image featured 17 men and two women holding a big check from a pitch competition. The women were buried in the picture. I had to really look and find them. I have another example. During a problem-solution exercise in a class, the individuals in the hypothetical scenarios were all men. I finally asked, \u201cBy the way, how come it\u2019s a he?\u201d<\/p>\n\n\n\n

It\u2019s important to question the images and words used in every touchpoint \u2013 from marketing materials and websites to classroom case studies. The same goes for the people representing the institution at events. Get into the habit of asking, \u201cDoes this reflect the community we\u2019re serving?\u201d<\/p>\n\n\n\n

Weilerstein: How can faculty help their peers adopt inclusion and diversity practices?<\/b><\/p>\n\n\n\n

Choi: We\u2019re very deliberate about discussing diversity and inclusion with peers, specifically about why diversity matters, and why commitment to inclusive practices is beneficial for everyone. We try to have those conversations regularly \u2013 in one-on-one dialogue, in small group settings, and in large conference settings. That\u2019s when these concepts gain traction. I\u2019ve also seen the traction grow when people are celebrated for their progress, such as faculty starting to highlight the successes of the underrepresented minorities in their class.<\/p>\n\n\n\n

Weilerstein: <\/b>Diving a bit deeper into this topic,<\/b> is it effective when faculty mentor other faculty to change their mindset and behavior around diversity and inclusion?<\/b><\/p>\n\n\n\n

Choi: Yes. That mentorship often takes the form of a conversation that looks something like this: \u201cHere are the things that I observed, here are some of the things that I tried, here\u2019s what worked, here\u2019s the impact, here\u2019s what you can do.\u201d  Faculty are generally open to listen to other faculty, especially if they realize the suggested shifts don\u2019t require an overhaul to a syllabus or significant changes to the classroom setting.<\/p>\n\n\n\n

It\u2019s also helpful when faculty share these stories and best practices. They\u2019re learning from one another. It creates a community, where again, it\u2019s not just one person saying, \u201cI\u2019m trying to make these changes on my own.\u201d It becomes a community of faculty who are committed to making a positive impact for the students, institution, and society.<\/p>\n\n\n\n

Weilerstein: VentureWell is fully committed to creating and supporting initiatives and programs around inclusive entrepreneurship. And we\u2019re always working to do it better. In your opinion, how can entrepreneurial support organizations effectively embrace inclusive entrepreneurship in their work?<\/b><\/p>\n\n\n\n

Choi: There are many ways entrepreneurial support organizations can embrace inclusive entrepreneurship. Take the VentureWell OPEN conference. The topic of inclusive entrepreneurship is well-represented in the programming. That not only elevates the issue within the community, it offers ample opportunities for faculty, practitioners, and leaders to have conversations and develop action plans around diversity and inclusion on their campus. In addition to giving the topic prominence during the conference, the presenters are diverse in terms of ethnicity, socioeconomic backgrounds, and gender. They more accurately reflect the network.<\/p>\n\n\n\n

The more entrepreneurship support organizations can engage in dialogues around this topic \u2013 and invite a diverse group of people to the conversation \u2013 the closer we\u2019ll be to creating more opportunities for all<\/i> of tomorrow\u2019s inventor-entrepreneurs.<\/p>\n\n\n\n

Underrepresentation in innovation and entrepreneurship prevents the full engagement of everyone who has the potential to solve the world\u2019s most complex challenges. Faculty and entrepreneurial support organizations are well-positioned to help provide more seats at the innovation and entrepreneurship table.<\/p>\n\n\n\n

Watch an excerpt of Weilerstein and Choi\u2019s conversation about eliminating inequality in innovation and entrepreneurship education here.<\/a><\/em><\/p>\n\n\n\n

Article courtesy of VentureWell<\/a><\/em><\/p>\n","protected":false},"excerpt":{"rendered":"There are more entrepreneurship activities and resources available for early-stage innovators than ever before. 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