The document discusses how entrepreneurship education may help students with dyslexia by boosting their self-efficacy and intention to become entrepreneurs. It summarizes research finding that students with dyslexia have lower entrepreneurial self-efficacy and intentions compared to those without dyslexia. It recommends that schools implement entrepreneurship curriculums focusing on experiential learning, mentors, and developing self-efficacy, which could help close the gaps for students with dyslexia. The curriculum should incorporate problem-solving, managing money, leadership skills, and be scaffolded over a semester with support from mentors. Measuring self-efficacy before and after could tailor the program to students' needs.

1. Entrepreneurship & Dyslexia
Examining the Possibilities
Benjamin Powers has no relevant financial or nonfinancial relationships
to disclose
Benjamin Powers
Headmaster, Eagle Hill
Southport School

2. Overview
Background
& Knowledge
Research &
Findings
Suggestions

3. Background: Dyslexia
• Worked with LD students for 17 years
– The Kildonan School
– The Westmark School
– Eagle Hill Southport School
• Creative, empathetic, innovative, problem
solvers
• Some successful…but some not…
• negatively impacted by self-esteem and/or lack self-
confidence?

5. Background: Dyslexia

6. Background: Dyslexia
35% 1% 48%
Logan, 2001; Logan, 2009; Moody et al., 2000

7. Background: Entrepreneurship
• Entrepreneurship research - shifted from
traits-based to understanding that
entrepreneurship is teachable
• Organizations are offering fewer opportunities
for long-term employment (van Gelderen et.
al., 2008)
• Demand for an innovative workforce

8. Background: Entrepreneurship
• Background versus specific traits
• How do we create the intentions, motivations,
and behavior of becoming an entrepreneur?
– might these be different for students with
dyslexia?

9. Background: Knowledge
• Entrepreneurial education can increase a
person’s intention to become an entrepreneur
– impact proved stronger for females compared to
males (Wilson et. al., 2007)
• Athayde (2009) identified that enterprise
potential in young people can be influenced
by participation in entrepreneurship programs
– aspects like ethnicity, gender can impact a
person’s desire for self-employment

10. Background: Knowledge
• People with literacy difficulties are at
considerable risk for poor self-esteem
(Burden, 2008; Humphrey, 2002; Riddick et
al., 1999)
• The dyslexic population suffers from lower
levels of educational attainment
• Prevalence of the illiterate and dyslexic
population incarcerated in U.S. prisons
– Juvenile detention centers

11. Background: Knowledge
• Self-esteem relates to how people feel about
their self-efficacy perceptions (Burden, 2008)
• Self-efficacy: the levels of confidence
individuals have in their ability to execute
certain courses of action, or achieve specific
outcomes
– People with low self-efficacy beliefs experience
stress and depression

12. Research: Question
What impact does having lower levels of self-
esteem have on entrepreneurial self-efficacy
perceptions and entrepreneurial intention, and
how might we influence them through
entrepreneurship education in the population
with dyslexia?
Fishbein & Ajzen, 1977

13. Analysis of Task
Requirements
Performance
Feedback
Atributional
Analysis of
Experience
Assessment of
Personal and
Situational
Resources/Constraints
Estimation of
Orchestration
Capacity
(Self-Efficacy)
Consequences of
Self-Efficacy
(e.g., goal level,
persistence)
Enactive Mastery
Vicarious Experience
Verbal Persuasion
Physiological Arousal
Gist and Mitchell, 1992
Model of Self-Efficacy-Performance Relationship

14. Perceived
Self-Efficacy
Perceived
Controllability
Attitude
Toward the
Behavior
Subjective
Norm
Intention Behavior
Perceived
Behavior
Control
Powers, 2016
Updated Model of Ajzen’s Theory of Planned Behavior

15. BehaviorIntentionSelf-Esteem
Entrepreneurial
Self-Efficacy
Problem
Solving
Managing
Money
Being
Creative
Getting people to
agree with you
Being
a Leader
Making
Decisions
Powers, 2016
Relationship between self-esteem and entrepreneurial self-efficacy

16. Research: Methodology
• Designed a modified version of Kickul and
D’Intino’s (2004) measure of entrepreneurial
self-efficacy and intention for adolescents
• 796 students, both with and without dyslexia
– more than ½ of the dyslexic students surveyed in
LD schools did not identify
• Analyzed the results using regression analysis
and t-tests using SPSS 22

17. Research: Survey Sample
Description of Sample: Gender and Dyslexia
Have Dyslexia
TotalYes No
What is your gender?
Male 336 138 474
Female 218 104 322
Total 554 242 796

18. Research: Findings
Dyslexic (n = 554) Not Dyslexic (n = 242)
M SD M SD t-test
ESE Factor -0.06 1.05 0.13 0.85 -2.63*
T-test Comparing Entrepreneurial Self-Efficacy with and without
Dyslexia
*p = .009

19. Research: Findings
Dyslexic (n = 474)
Not Dyslexic
(n = 242)
M SD M SD t-test
Problem solving 3.76 0.96 4.00 0.77 -3.81**
Managing money 3.46 1.11 3.67 1.08 -2.49*
Being creative 4.01 0.97 3.79 0.96 2.98*
Getting people to agree with you 3.56 0.97 3.67 0.92 -1.55
Being a leader 3.71 1.11 3.90 1.05 -2.35*
Making decisions 3.58 1.15 3.68 1.02 -1.22
* p≤.05 ** p =.003
T-test Comparing 6 Variables Related to Entrepreneurial Self-Efficacy

20. Research: Findings
Dyslexic (n = 328) Not Dyslexic (n = 128)
M SD M SD t-test
Entrepreneurial
Intention
3.43 1.21 3.68 1.06 -2.24*
T-test Comparing Entrepreneurial Intention for Males With
and Without Dyslexia
*p<.05
• Females rated their intention nearly the same
• Lower than both male groups
• Males with dyslexia rated their intention lower than males
without dyslexia; higher than both female groups

21. Research: Findings
• Adolescents show significant interest in
entrepreneurship
• Dyslexia impacts both entrepreneurial self-efficacy
and intention
– Gender plays a role
• Relative area of perceived strength in the area of
creativity
• Lower self-efficacy & intentions for males with
dyslexia
– Paradox: disproportionately large number of
entrepreneurs who have dyslexia

22. Suggestions
• Schools, especially those at the secondary
level, should have an entrepreneurship
curriculum as standard coursework
• Entrepreneurship education must focus on
self-efficacy perceptions, especially for people
who might be at risk for lower self-efficacy
perceptions
– Both males with dyslexia and females
– primary outcome

23. Suggestions: Curriculum
Model for entrepreneurship education
Powers, 2016

24. Suggestions: Curriculum
• Problem solving, managing money, and being
a leader
• Scaffolded, experiential, hands-on approach is
incorporated over at least a semester
– Participate both during and after school
• Mentors are important to incorporate
• Measure student self-efficacy perceptions
before the start of a program
– tailor curriculum and group to their needs

25. Suggestions: Curriculum
Summary of Factors to Consider in the Development of Entrepreneurship Education Courses
Factor Category Source
Growth Mindset: Students develop mindsets to take on new challenges
through developing strategies, effort learning, patience, and help from
others; increases positive cognitive efficacies Psychological Construct Haftet al., 2016; Yeager & Dweck, 2012
Resilience and Independence: Have been identified as important factor
for successful entrepreneurs and also for positively impacting self-
efficacy perceptions
Psychological Construct
Al-Yagon, 2010; Drennan et al., 2005;
Logan, 2009 ;
Zheng et al., 2014
Motivation: Motivation stimulates self-efficacy perceptions and is also a
good antecedent predicting entrepreneurial intention Psychological Construct
Ajzen, 2002; Fayolle, 2006; Sideridis, 2005
Locus of Control: Develops and improves coping strategies; helps
reinforce self-efficacy perceptions; links to perceived control Psychological Construct
Ajzen, 2002; Firth et al., 2013; Hansemark,
1998
Hopeful Thinking and Inspiration: Increases self-efficacy perceptions and
engagement; show that entrepreneurship is inspiring career option
Psychological Construct
Souitaris et al., 2007; Idan & Margalit.
2014; Jean and Sharon, 2016; Bandura,
1988; Rauch & Hulsink, 2015
Self-determination: Increases self-concept; positively influences
achievement
Psychological Construct
Gist and Mitchell, 1992
Mentors and Role Models: Using role models (e.g.,entrepreneurs with
dyslexia) as mentors increases self-esteem Approach
Gist & Mitchell, 1992; Studdard et al.,
2013
Learning by Doing: Enactive mastery experiences, like internships,
business plans, business competitions, and “real” experiences
Approach
Bae et al., 2014; Dobratz et al., 2015;
Fayolle & Toutain, 2013;;Rauch &
Hulsink, 2015; Studdard et al., 2013;
Wood & Bandura, 1989
Peer Groupings and Relationships: Grouping like students in small
groups reduces peer rejection, creates stable friendships, and increases
self-worth
Approach
Haftet al., 2016; Wilson et al., 2007
Scaffolded Instruction: Using an instructional model starting with
exposure and leading to implementation
Approach
Jean & Sharen, 2016
Duration: Longer programs have been shown to more effective than
short workshops in some studies, as a result of the timeframe needed
for intentions to impact behavior Time and Place
Dobratz et al., 2015; Jean &Sharen, 2016
Before and After School: Instruction more effective when there are
before and after school components
Time and Place
Cheraghi & Schøtt (2015)
On location: Have students participate at local businesses
Time and Place
Dobratz et al., 2015
Entrepreneurial skills: Learning skills reinforces perception of self-
efficacy related to those skills; skills important as part of human capital
theory; leads to higher intention Competencies
Ajzen, 2002; Becker, 1975; Kolvereid,
1996
Powers, 2016

26. Thanks…Questions?