Entrepreneurship in science, technology, engineering, and mathematics (STEM) is a key driver of innovation and economic growth; however, women's participation in this field remains limited due to structural, educational, and cultural barriers. To address this, the WISE Women in STEM Entrepreneurship program was implemented for the first time in El Salvador by Gerardo Barrios University (UGB) in 2024, as part of a regional initiative led by IDB Lab. This study analyzes participants' experiences to assess the effectiveness of the program's three components: specialized training in STEM entrepreneurship, personalized mentoring, and a final business competition. A parallel-convergent mixed-methods design was applied, integrating quantitative data from surveys and qualitative insights from a focus group. The results show high satisfaction levels (76%-96%) across four key dimensions: business training, access to technological tools, leadership development, and networking opportunities. Thematic analysis using Atlas.ti identified five central themes: personal empowerment, mentoring as catalytic scaffolding, access to STEM opportunities, support networks, and technology as both a facilitator and a challenge. The triangulated findings suggest that the program effectively promotes women's inclusion in STEM entrepreneurship by combining technical instruction, gender-responsive support, and collaborative learning. These insights offer valuable guidance for designing inclusive entrepreneurship programs in Latin America, where persistent inequalities continue to limit women's full participation in innovation-driven environments. STEM, entrepreneurship, gender, experiences1 Entrepreneurship in science, technology, engineering, and mathematics (STEM) represents a fundamental pathway for innovation and economic development. However, there is a significant gender gap in this field, due to a double masculinization of both the STEM area and the entrepreneurial ecosystem [1]. This limited female representation reduces both women's access to profitable sectors and the innovative potential and exploitable talent in these strategic areas.
training
for
women
represents
an
educational field
with
distinctive
characteristics that differ from general entrepreneurship education. This approach can be
understood from the perspective of Zimmerman's empowerment theory [
Training programs for women entrepreneurs should include elements such as gender
mainstreaming, gender-sensitive training approaches, and the adoption of technology and
innovation appropriate for women entrepreneurs [
For entrepreneurship training programs in STEM, relevant and pertinent content is essential [14], as up-to-date material drives innovative entrepreneurial thinking. Teaching strategies for entrepreneurship [15] favor experiential methods as superior to traditional ones. In terms of resources and support, the accompaniment of instructors [16] favor experiential methods as superior to traditional ones. In terms of resources and support, the accompaniment of instructors [17] is important in entrepreneurial learning. Accessibility to complementary resources is a determining factor in the development of entrepreneurial skills [18]. Professional growth through communication skills [19] and group collaboration [16] is directly related to entrepreneurial success. Another important aspect in the entrepreneurial trajectory is the leadership role [20] and bonding experiences as a practical application [21]. Finally, much of the success of entrepreneurial activities is based on the creation of collaborative networks and trust [22], so it is important that programs also have spaces to generate and strengthen these collaborative dynamics.
Despite the advances in programs for STEM entrepreneurs, it is important to understand their real impact and the most effective elements to overcome gender barriers. This research contributes through the analysis of the experiences of the participants of the WISE program at Gerardo Barrios University in El Salvador, being especially relevant in the Latin American context where gender inequalities and gaps in STEM education converge. The findings will not only improve the WISE-UGB program, but will also guide similar initiatives in other institutions, contributing to more inclusive and equitable entrepreneurial ecosystems in the region.
WISE Latin America [
The program is structured into three main components. The first is the “Entrepreneurship in STEM” training course, which comprises seven seminars: it begins with an introduction to the concept of entrepreneurship and the skills needed to face technological challenges, followed by the identification of opportunities and the definition of viable business models, continuing with STEM innovation processes focused on customer needs; it also includes financial aspects such as the analysis of investments and funding sources, marketing and sales strategies specific to STEM ventures, essential technological, legal and accounting tools, and ends with crucial elements such as team building, leadership, social capital development, and managing work-life balance. The second component, the mentoring system, has ten mentors specialized in various areas such as mathematics, administration, marketing, information technology and entrepreneurial development, and ten ventures selected through an evaluation with the program's coordination at the institution. The matching process between mentors and entrepreneurs is carefully carried out, ensuring that the mentor's experience and specialization is aligned with the specific needs of each project.
The third component consists of a final competition where the projects of the program participants are evaluated according to specific criteria. These criteria include the size of the opportunity, the value proposition, the business model, the degree of innovation, the social and environmental impact, and the quality of the presentation.
A parallel-convergent mixed-methods design was adopted to address the research objective, which required the integration of quantitative measurements and qualitative insights. This design involved the parallel collection of quantitative data, through surveys, and qualitative data, through a focus group with participants from the WISE Women in STEM Entrepreneurship program at Gerardo Barrios University. Both sets of information were analyzed separately and then integrated, which allowed us to identify significant connections between the results and thus capture both the general trends and the contextual elements that influenced the participants' trajectories. The methodological structure is based on Creswell's [23] principles on the value of convergence in complex social research.
The qualitative dimension of this research employed thematic analysis [24], facilitated by Atlas.ti software (version 25), and aligned with the methodological framework outlined by Braun and Clarke.
The population of this study comprises all participants of the WISE Women in STEM Entrepreneurship program implemented by the Gerardo Barrios University in El Salvador during the year 2024. The sample consisted of 25 women entrepreneurs in STEM fields who completed the program in its entirety, including the three components: training course, mentoring (this was only granted to 10 ventures), and final competition. The participants represented diverse scientific-technological fields and different stages of entrepreneurial development, from initial ideas to projects in the implementation phase.
As part of the qualitative component of the study, a focus group was conducted with four selected participants from this sample. Following the recommendations of Krueger and Casey [25], smaller groups are particularly effective when addressing complex issues with highly engaged participants, as they encourage more enriching discussions and minimize dominance in group dynamics. The decision to work with a small group was in line with the study's objective of exploring individual experiences and perceptions in detail, in an environment that encouraged open and meaningful dialogue.
3.1.
Prior to data collection, informed consent was obtained from all participants, clearly explaining the objectives of the study, the procedures to be followed, and the use that would be made of the information collected. Confidentiality and anonymity were guaranteed in the treatment of the data, using pseudonyms to protect the identity of the participants. Also, they were informed about the voluntary nature of their participation and their right to withdraw from the study at any time without negative consequences.
3.2.
For the collection of quantitative data, a structured questionnaire was designed with a five-level Likert scale (from "Strongly disagree" to "Strongly agree"), organized into four dimensions: business training, resources and support, professional growth and networking experiences. The instrument was validated by expert judgment and pilot tested to ensure its reliability.
Qualitative data were collected through a focus group with 4 participants, following a semi-structured protocol that delved into the experiences, challenges and learning of the participants during the program. In addition, during the focus group, participants collectively completed a matrix of technological, gender and financial challenges that was shared via Google Docs. The session was recorded with prior authorization, through informed consent, and later transcribed for analysis.
3.3.
The quantitative analysis included descriptive statistics to establish frequencies and percentages for each item (indicator) evaluated in the questionnaire. The qualitative analysis used an inductive approach with Atlas.ti V.25 for the thematic coding of the transcription of the focus group and the results of the participatory matrix exercise.
Finally, the integration of both data sets was carried out following the methodological triangulation model, contrasting the quantitative findings with the qualitative narratives to understand in a broader way the perceptions and experiences of the participants in the WISE program.
The analysis of the results obtained offers insight into the impact of the WISE program on participants, providing both quantitative and qualitative evidence to understand its effectiveness from multiple perspectives.
4.1.
The quantitative results, derived from the surveys applied to the 25 participants, reveal generally high levels of satisfaction with the WISE program in the four dimensions assessed. 4.1.1.
The high satisfaction levels observed in Figure 4, with 88% of participants positively valuing the
didactic strategies and 96% finding the contents relevant, validate the effectiveness of the WISE
program's approach. These findings align with previous research [15] [16] that positions
experiential methods as superior to traditional approaches in entrepreneurship training. The
program's success in providing relevant content supports the assertion by [14] that up-to-date
material is essential for driving innovative entrepreneurial thinking. The program appears to have
effectively addressed the varying needs of women entrepreneurs at different career stages [13]
while implementing the support systems highlighted as crucial by [17]. These elements collectively
contribute to addressing the gender gap caused by the double masculinization of STEM and
entrepreneurship [
The results in Figure 5 show a very positive evaluation of the resources and support provided by
the WISE program, with 92% of the participants approving of the technological tools offered. The
support provided by the team of instructors and the accessibility of resources for entrepreneurial
development both reached 84% approval, confirming what was stated by [17] on the importance of
instructor accompaniment in entrepreneurial learning and by [18] on the accessibility of
complementary resources as determining factors in the development of entrepreneurial skills.
These results suggest that the program has managed to provide a comprehensive support
infrastructure that facilitates the learning and entrepreneurial development of the participants,
effectively creating an enabling environment that addresses the specific barriers faced by women in
STEM entrepreneurship as highlighted by [
The results shown in Figure 6 demonstrate a positive impact of the WISE program on the
professional development of participants, with 92% positively valuing the leadership skills
developed, which aligns with the importance of leadership roles highlighted by [20] in the
entrepreneurial trajectory. Additionally, 88% acknowledge the program's usefulness for their
professional career, confirming its overall effectiveness. Although professional communication
skills (80% approval) and group collaboration (76%) are also well-regarded, they show slightly lower
percentages, suggesting areas for improvement in these aspects identified by [19] and [16] as
fundamental for entrepreneurial success. The program appears to be fulfilling its objective of
training not only entrepreneurs but also leaders capable of transforming the regional technological
entrepreneurial ecosystem [
The results on networking experiences show that 76% of participants positively value the
construction of support networks, which supports what was indicated by [22] regarding the
importance of creating collaborative networks and trust for entrepreneurial success. The practical
application in real environments obtains 88% approval, confirming what was proposed by [21]
about the relevance of bonding experiences as practical application. Meanwhile, participation in
events reaches an 80% positive assessment. Although these results are favorable, the percentage of
neutrality (12-16%) suggests that there is room to strengthen these aspects, especially support
networks that are fundamental to overcoming the particular barriers faced by women
entrepreneurs in STEM fields [
4.2.
This qualitative part of the study involved an 80-minute virtual focus group, conducted in April 2025. It had four participants from diverse regions of El Salvador who underwent the WISE program in 2024. The subjects shared narratives about their professional journeys, challenges, and program impacts. The Microsoft Team transcription feature transcribed the session, and the second researcher analyzed it inductively using Atlas.ti V. 25 for thematic coding. The qualitative strand also utilized a participatory matrix exercise where participants collaboratively categorized challenges into three pre-established categories: technical, gender-related, and economic, providing also a space for emergent categories.
● ● ● ● ●
mentioned significant increases in self-efficacy and entrepreneurial decision-making.
Jasmine, for instance, shared: "Part of the course also helped me a lot because it not only
opens the perspective that one stagnates sometimes, but also knowledge now on the subject of
technologies, I think, is very important. So, for me it has been quite important to develop in
that branch" to which Rose added: “Whatever I knew how to do and I think WISE, was one of
the programs or projects that helped me to be confident of myself, to say that I can and why
not start showing what I know.” Both statements resonate with Zimmerman´s empowerment
theory [
Mentorship as a catalytic scaffold. was repeatedly mentioned during the session, Violet, affirmed: “And this was not a woman, but it was a man, and super, super effective. I'm super grateful to her too. For everything he shared with me and that also allowed me to explain in detail, what deficiencies I had and which were the ones that best guided me.” Rose also noted: “I needed a point where they would tell me or give me constructive criticism, telling me the weak points I had. So that participation helped me focus more on aligning my project.” These statements are directly connected to Vygotsky's (1978) Zone of Proximal Development, where more capable others provide scaffolding that enables learners to reach their potential.
Access to STEM opportunities. Lily, “I liked the idea... Free course for entrepreneurs...
virtual”, then Violet noted: “At first, I was invited by a friend who was in a course for
businesswomen, then she told me, about this one with a STEM focus... delving into technology...
it benefited me a lot.” These insights reflect the alignment of the WISE program with
gender-sensitive pedagogical frameworks [
Networks of support and sorority. Violet reflected on the value of community: "That impetus that women have to excel, right? Why do we also have a fairly broad capacity to be able to exercise, to assert our ideas, above all? But then I think so. It is necessary to maintain that bond between people, no matter how small the group is”. Lily added: “So I do believe that as women in the country, it is important to train ourselves to move forward.” This highlights the social learning dimensions of Bandura´s social learning theory [26], where mutual modeling and reinforcement enhance behavioral outcomes. The emphasis on sorority also aligns with feminist pedagogical approaches.
Technology as a tool and a hurdle. Lily discussed digital challenges, “virtual, for
example, artificial intelligence, this Canvas that I had never heard of, that is, programs that
helped us make this accounting book and things like that”. Violet added, “Not to be afraid to
project ourselves to a market abroad, I think it is also a little innovative, to say the ease that
●
technology allows us, that's why I outlined my idea with the technology part”. This duality
mirrors Nambisan’s [
Sustaining learning through the WISE community and Access. There was a unanimous plea to continue accessing the materials on the platform and maintain the connection with participants beyond the WISE program as an entrepreneurial network, and to create a sustained learning ecosystem. Jasmine expressed: “I think it is important to create a community within the country where one identifies, that takes out the enterprise, it is important because part of that not only helps one, it helps one with another not only as a person, but it is also opening doors to generate employment”. Regarding their connection, Lily said “But I find it quite interesting that you gave us the opportunity even though we were not from the area where you taught the course...” Jasmine stated: “Getting to know the East, then, has been important for me as creating that network of contacts”. These comments show how they share the same goals and would like to continue their interaction to build more knowledge, similar to Wenger's (1998) Communities of Practice.
The participants completed a chart with information about their challenges along the way for the
WISE program, highlighting the financial, technical, and gender rooted ones. Many of the
participants expressed that “having to learn new virtual tools or AI” posed a challenge, as well as
having connectivity issues in the area where they lived “at first, I had trouble managing my social
media”. They also wrote down that they “had financial difficulties accessing funds” and the need to
invest time and resources into their business ideas [
4.3.
The cross-analysis between quantitative and qualitative data confirms the effectiveness of the WISE program in multiple dimensions. The experiences narrated by Jasmine on the expansion of perspectives and acquisition of technological knowledge empirically validate the methodological proposals of [15] on experiential pedagogies and [14] on the relevance of updated content to foster innovative entrepreneurial thinking.
The technological duality manifested in testimonies such as Lily's “artificial intelligence, this
Canvas that I had never heard of” and Violet's “not to be afraid to project itself to a market abroad [...]
the ease that technology allows us” perfectly illustrates the concept of technological ambivalence
proposed by [
Testimonials about personal transformation and increased self-efficacy, “WISE was one of the
programs that helped me to be confident in myself,” exemplify the psychological empowerment
described by [
The evaluation of the accompaniment and mentoring expressed by Violet “super effective [...] explained in detail what deficiencies I had” and Rose “constructive criticism [...] helped me focus more” empirically evidences the importance of formative scaffolding indicated by [16] for women's entrepreneurial development. This dimension is particularly relevant in contexts where, as the results of the collaborative exercise indicate, women entrepreneurs face “challenges of starting a business in El Salvador [...] for a company led by a woman”.
The unanimous expressions on the importance of networks, “maintain that bond between
people,” and communities of practice, “create a community within the country,” validate the
theoretical framework of [
The challenges identified in the written exercise regarding technical “trouble managing social
media”, financial “difficulties accessing funds”, and gender constraints coincide with the structural
barriers identified by [
The quantitative analysis of the perceptions of the WISE program participants reveals a remarkable consistency in the positive assessment of the training experience, suggesting an effective alignment between the program design and the specific needs of women entrepreneurs in STEM fields. This evaluative consistency, especially in aspects related to content, technology, and leadership, allows us to infer that the intervention has managed to overcome several of the traditional obstacles faced by women in these sectors, contributing to reducing the gaps in female representation in scientific-technological and business environments. The aspects with relatively lower ratings, although equally positive, point to strategic opportunities for the future strengthening of the program, particularly concerning the creation of sustainable networks that transcend the training period.
The qualitative findings indicate that the WISE program fostered a strong sense of personal empowerment and entrepreneurial transformation among participants. Through mentorship, experiential learning, and exposure to new technologies, the women developed greater confidence in their abilities. These outcomes suggest that well-structured support systems significantly enhance women's capacity to engage in STEM entrepreneurship and promote ongoing learning networks. The participants also faced notable challenges; however, the program's inclusive design, emphasizing practical tools, accessibility, and community building, allowed them to overcome them. This demonstrates the importance of context-sensitive interventions that help address the systemic inequalities of entrepreneurial ecosystems.
The results of this research suggest implementing a permanent digital platform that maintains access to content and interaction among post-program participants, responding to the need to sustain communities of practice. It is recommended to strengthen the professional networking component through formal links with business organizations and financial entities. At a theoretical level, this study contributes to the knowledge on the intersection between entrepreneurship training and gender perspective in Latin American STEM contexts, providing evidence on the effectiveness of interventions designed to address specific structural barriers.
As future work, it is proposed to develop longitudinal studies that evaluate the medium and long-term impact of the WISE program, focusing on the sustainability of entrepreneurship. It is pertinent to undertake comparative research between different regional cohorts and to design standardized measurement instruments to facilitate analysis.
We thank the IDB Lab and IAE Business School for the WISE Latin America initiative that has made it possible to implement this program in El Salvador. We express our appreciation to the authorities of the Gerardo Barrios University for the institutional support and resources provided for the successful development of the program. Our gratitude to the mentors and facilitators who contributed with their experience and dedication to the growth of the participants. This research would not have been possible without the valuable collaboration of the women entrepreneurs who generously shared their experiences and perceptions during the study.
During the preparation of this work, the authors used ChatGPT, Claude, and Grammarly in order to: Grammar and spelling check, improve writing style, Text translation, Paraphrase, and reword. After using these tools/services, the authors reviewed and edited the content as needed and take full responsibility for the publication’s content.
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