This research investigates how entrepreneurship is presented as a potentially gendered activity, through analysing university entrepreneurship education course descriptions.
It considers the exclusionary nature of gendered language and how this may present entrepreneurship as a choice for particular types of students who respond positively to masculinised language.
We analysed of 86 course descriptions from 81 universities in 21 countries, and examined the degree to which course descriptions use gendered language, how such language constructs gendered subjects, and the resultant implications.
We found that course descriptions are predominantly, but not exclusively, masculine in their language. More importantly, the distribution of feminine and masculine language is uneven across course descriptions. Context variables such as regional or national culture differences do not explain this distribution. Instead, the phenomenon is explained by course content/type; whereby practice-based entrepreneurship courses are highly masculine, compared to traditional academic courses, where students learn about entrepreneurship as a social phenomenon.
We conclude that universities and educators have not taken into account recent research about the real and possible negative consequences of positioning entrepreneurship in a stereotypical, masculinised fashion through gendered language.
We argue that critically reviewing the language used offers an inexpensive opportunity to improve recruitment of more diverse cohorts and description accuracy.