This paper delves into the nuanced relationship between entrepreneurial engineering education and gender dynamics. Utilizing a dataset of more than 2000 instructional cards from a prominent entrepreneurial engineering network, our study employs a multi-dimensional analysis approach that includes visual imagery analysis, engagement metrics analysis, and natural language text processing. We discovered that the entrepreneurial engineering scholarly community is becoming more aware of and appreciative of works written by or starring women. Additionally, the presence of gendered language and imagery continues to influence faculty engagement, with male-centric references decreasing the appeal and utility of educational materials. Our study advances Intersectionality theory in entrepreneurial engineering education by empirically demonstrating the relationship between gender dynamics and academic engagement, thereby contributing to a deeper understanding of gender roles in this evolving field. Highlighting the need for more gender-balanced representations in educational content, our work calls for ongoing efforts to promote gender diversity and equity in the engineering and entrepreneurship domains. Significantly, our study reveals entrepreneurial engineering education as an emerging area where gender inclusion is notably improving, marking a positive change in engineering and entrepreneurship fields.
