Taking Personality Trait Theory as a reference, certain persistent individual traits can influence a person’s behavior and decisions in various situations in the context of female university entrepreneurship. Therefore, personality traits represent a unique dimension of individuals that predict a particular type of behavior in different contexts and/or situations over a precise time [21,22]. In the context of the entrepreneurial attitude, the theory of entrepreneurial personality reveals that entrepreneurs who start and manage a new business require the fulfillment of certain very specific roles and activities in addition to particular traits, such as innovation, risk taking, personal relationships, and goal setting [23,24]. In addition, this theory provides a valuable perspective through which to determine certain personal traits that can influence the inclination and success of women in starting and managing businesses while pursuing university studies, such as self-efficacy, awareness, openness to experience, extroversion, emotional stability, persistence, leadership, and adaptability [25]. On the other hand, the dark personality in entrepreneurship is present in the personality traits, and these can interrupt these intentions. According to Koehn et al. [26] and Hmieleski and Lerner [27], these dark traits are also known as the Dark Triad, which is composed of the three following malevolent, ego-centered personality traits: narcissism, psychopathy, and Machiavellianism. These all represent socially aversive patterns of behavior that tend to manifest and be associated with highly negative outcomes. Similarly, it is important to note that social, economic, environmental, and health shocks, such as the COVID-19 pandemic, have strongly affected the emotional health, attitudes, and behaviors of women entrepreneurs [28]. However, these effects are more profound in emerging economies and in countries with developing economies [29,30]. Traditionally, the theory of planned behavior (TBP) is one of the most widely used by researchers to analyze entrepreneurial intentions. However, there is great variety and divergence in the literature regarding this behavioral phenomenon. For example, Shapero and Sokol [31] developed what they called the “Business Event” (BE) model, which, conceptually, is very similar to the content of the TPB. This BE model equated intention with the identification of a credible and personally viable opportunity. In short, for a perceived individual opportunity to be credible, the decision maker has to perceive it as desirable (the attitudes and social norms established in the TPB) and feasible (essentially, self-efficacy). In addition, another antecedent, the propensity to act, was incorporated, which captured the potential for a credible opportunity to become an intention and, subsequently, the execution of an action. In short, the TPB explains or defines that when individuals face a variety of problems related to alternative opportunities, they can act in two ways (negatively or positively), with a prior evaluation of behavior as a background. Therefore, intentions are determined by internal factors (motivation, will, reasoning, and self-efficacy, which are all personal traits) that influence rational and planned behavior [32].

Based on the theory of reasoned action (TRA), behavioral intentions can be determined based on the attitude towards the behavior, as well as subjective norms [33]. Intentions are the best predictors of planned behavior [34]. The theory of planned behavior is usually an extension of the theory of reasoned action, including perceived behavioral control (PCC), which is considered an additional antecedent of behavior and intentions [35]. The study of entrepreneurship had its foundation mainly in the TPB, which plays a fundamental role because it sheds light on the factors that influence the decisions and performances of women when undertaking and managing a business during their university studies [36,37]. Factors that are linked to the theory include the following: 1. attitude towards entrepreneurship, 2. subjective norms, 3. perceived behavioral control, 4. past experiences, 5. institutional support, and 6. entrepreneurial education [38,39].

In this context, the Global Entrepreneurship Monitor [40] in its report Women Entrepreneurship: Challenging Bias and Stereotypes establishes that almost 1 in 3 entrepreneurs at the heads of organizations are women (0.80 women for every 1 man). Globally, women are more likely than men to be individual entrepreneurs (1.47 female entrepreneurs for every 1 male). Globally, one in six women express the intention to start a business in the near future. The highest rates of entrepreneurial intention are observed in low-income countries (approximately 28% of women express the intention to start a business). Every tenth female entrepreneur, worldwide, is in the early stages of starting a business. Women’s creation rates are particularly high in low-income countries and in Latin America and the Caribbean, and women represent one in four high-growth entrepreneurs globally, with higher proportions in developing and low-income countries, as well as North America.

Particularly in Mexico, as in countries with unbalanced and weak economies, economic and social indicators have had significant impacts in recent times. According to data issued by the OECD [41], it was estimated that Mexico’s economy will grow by 2.5% next year and by another 2% in 2025. For decades in this country, there have been serious economic and social problems that have plunged it into poverty, a result that is associated with inequality, a lack of opportunities, informal employment, and insufficient investment in education at all levels. Current data issued by the INEGI [42] note that of the total population in Mexico available to work, 55.0% of men and 56% of women are informally employed; furthermore, 3.4% of men and 2.8% of women are unemployed. Given this background, higher-education institutions are trying to provide a boost by shifting towards entrepreneurial education to strengthen business capabilities in youth; however, this work is insufficient and with little coverage, given that these efforts have been concentrated more on private entities than public institutions. The economic, social, and cultural gaps, particularly in relation to gender, remain substantial, not only in the field of education but also in the workplace. PwC [43] data indicate that in Mexico, women’s income represents only half of men’s estimated income in 2022, which means that there are still important labor, business, and economic barriers to gender parity. Women, globally, continue to fight for economic, social, and legal independence. However, during the COVID-19 pandemic, the problems of excelling in the economy, employment, and entrepreneurship became further aggravated by mass unemployment, childcare needs, and domestic work [44]. Data issued by UNESCO [45] indicate that Mexico reported the lowest female labor force participation rate as well as the widest gap between male and female participation rates. From Mexican universities, business incubators and entrepreneurship centers have been promoted as isolated initiatives to contribute to the development of business skills. These strategies are disjointed from public policies, but they must be linked given that they are key components for business ecosystems to detonate an inclusive economy and reduce the gender gap [46]. The increase in youth demographics, the increase in unemployment in many countries, the changes in the employment market and in the economy, and the appearance of new technologies are just some of the reasons why it is necessary to prepare future generations with entrepreneurial skills and mentalities that will allow them to respond to uncertain, demanding, and dynamic changes [45]. Ultimately, both in Mexico and in other countries, inclusive entrepreneurial education is the way to promote self-esteem and confidence based on individual capabilities and attitudes by imparting relevant skills and values that help students broaden their perspectives and opportunities [44]. Entrepreneurial education aims to strengthen (1) personal development, thus strengthening resilience and motivation; (2) economic development, due to the creation of self-employment, the reorientation of business culture towards entrepreneurship, and the introduction of disruptive innovations in the economy; and (3) social development, through the implementation of innovative ventures that help improve the quality of life of communities and address future uncertainties for life [45,47].