Date of Award

2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Organizational Leadership

First Advisor

Philip Pendley

Second Advisor

LaFaye Platter

Third Advisor

Jeffrey Tooker

Abstract

Purpose: The purpose of this phenomenological study was to describe how small business owners in Southern California interpret experiences before age 20 that influenced the development of the eight domains of the Network for Teaching Entrepreneurship (NFTE) Entrepreneurial Mindset Index (EMI). This study used a qualitative phenomenological approach to explore how adult small business owners reflect upon and interpret experiences before age 20 that influenced the development of their entrepreneurial mindset. By examining the influence of pre-adulthood on these owners, the study aimed to deepen the understanding of how early experiences shape entrepreneurial mindsets and contribute to long-term entrepreneurial success.

Methodology: This study employed a qualitative phenomenological approach to explore the lived experiences of small business owners who were under 20, focusing on how these experiences shaped the development of the eight domains of the entrepreneurial mindset.

Finding: The analysis of interviews revealed that all participants experienced each of the eight EMI domains. Although all domains were present, their origins and development intensity varied. Common contexts included economic scarcity, immigration or displacement, early family responsibilities, exposure to family business, early work experiences, and peer engagement. Participants portrayed these environments as fostering adaptive problem-solving, independent decision-making, and long-term planning, aligning with the EMI entrepreneurial mindset.

Conclusions: The study finds that the development of an entrepreneurial mindset primarily arises from adolescent experiences, not just from formal education. Participants linked entrepreneurial thinking to life events requiring resilience, resourcefulness, and strategic choices.

These events fostered adaptive behaviors in areas like creative thinking, initiative, future planning, and adaptability. The results suggest that entrepreneurial traits develop as adaptive responses to youth environmental challenges.

Recommendations: Educators, youth programs, and policymakers should incorporate experiential learning that allows young people to practice problem-solving, responsibility, and decision-making in real-world settings. Entrepreneurship programs may benefit from activities that replicate authentic challenges. Future research should study entrepreneurial mindset development in larger, diverse groups, compare the experiences of entrepreneurs and non-entrepreneurs, and examine how early environments shape entrepreneurial thinking across cultures and socioeconomic backgrounds.

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