Abstract
Female-centric sectors such as education show great promise as catalysts of entrepreneurial innovativeness, particularly in addressing funding challenges, making it ripe for probing the potential unique obstacles women may face in resource acquisition. Drawing on social role theory, on a sample of nearly 600,000 campaigns from the world’s largest education crowdfunding platform, DonorsChoose.org, we examine how rhetoric known to reflect archetypal entrepreneurial qualities (i.e., narcissistic language) is influential for how innovators acquire resources. Unlike prior studies, we did not find that women were directly penalized for their narcissistic rhetoric. However, we find compelling evidence that more distal forms of gender-related perceptions (associated with academic subject areas) did influence teachers’ fundraising performance. We discuss implications for how these findings may have wider implications for gender’s relationship with innovation performance writ large.
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