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<p>Muslim women students in India encounter a complex array of challenges when developing entrepreneurial intentions, shaped by socio-cultural norms, gender stereotypes, financial limitations, and religious expectations. Using a quantitative, cross-sectional survey design, data were collected from 203 Muslim women students in New Delhi. A Multi-Criteria Decision-Making (MCDM) approach combining the Analytic Hierarchy Process (AHP) and the Technique for Order Preference by Similarity to Ideal Solution (TOPSIS) was employed to prioritize barriers and enablers influencing entrepreneurial intention. The findings reveal that gender stereotypes, socio-cultural constraints, and financial difficulties were the most significant barriers, while religious restrictions and lack of training were comparatively less influential. On the enabler side, family and social support, cultural empowerment, and financial inclusion emerged as the strongest positive influences. Students with higher perceived family support, access to resources, and strong peer encouragement were more likely to exhibit entrepreneurial intention.</p>

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Veils and ventures: examining Muslim women’s entrepreneurial intentions in higher education

  • 期刊论文

  • 发表日期：

    2026年3月23日

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  • Sameen Khan,
  • Sarika Tomar

摘要

Muslim women students in India encounter a complex array of challenges when developing entrepreneurial intentions, shaped by socio-cultural norms, gender stereotypes, financial limitations, and religious expectations. Using a quantitative, cross-sectional survey design, data were collected from 203 Muslim women students in New Delhi. A Multi-Criteria Decision-Making (MCDM) approach combining the Analytic Hierarchy Process (AHP) and the Technique for Order Preference by Similarity to Ideal Solution (TOPSIS) was employed to prioritize barriers and enablers influencing entrepreneurial intention. The findings reveal that gender stereotypes, socio-cultural constraints, and financial difficulties were the most significant barriers, while religious restrictions and lack of training were comparatively less influential. On the enabler side, family and social support, cultural empowerment, and financial inclusion emerged as the strongest positive influences. Students with higher perceived family support, access to resources, and strong peer encouragement were more likely to exhibit entrepreneurial intention.