This teaching case examines how experiential, identity-affirming, and culturally responsive entrepreneurship education can enhance confidence and sense of belonging among first-generation students. The case is grounded by data from a national pre- and post-survey of over 5,000 students enrolled in collegiate entrepreneurship courses from 2017 to 2023. The case centres on Sophia Santos, a first-generation Brazilian business student navigating the development of self-efficacy, identity formation, and feedback dynamics. The case employs a multi-theory approach, integrating experiential learning theory, social cognitive career theory, identity theory and culturally responsive pedagogy, to examine how confidence operates as both outcome and driver of learning. For simplicity, we refer to this theoretical intersection as the confidence multiplier framework. The accompanying teaching note provides adaptable facilitation tools for inclusive instruction. This case offers global relevance for educators seeking evidence-based strategies to foster student agency, belonging, and adaptive confidence through reflective, practice-based learning.
Kristin Burton (Thu,) studied this question.