Motivated by the high socio-economic impact of innovations in science and technology, entrepreneurship in STEM disciplines is gaining increasing attention. As a result, entrepreneurship education programs (EEPs) have been introduced and designed to train STEM faculty and expose them to entrepreneurial practice. This study examines factors influencing women STEM faculty's perspectives on their participation in EEPs within the broader socio-cultural context of academia. The study addresses the under-researched and undertheorized area of women academics in STEM entrepreneurship by drawing on adult participation literature and key theoretical works in entrepreneurship education to formulate the conceptual grounding. Using qualitative methods, including in-depth interviews with 32 women STEM faculty, the findings identify internal and external influences and unpacks their complex interactions across the programmatic and systemic dimensions. Internal factors include perceptions of entrepreneurship, STEM academic identity, entrepreneurial identity, and self-efficacy, while external factors included professional mentors, personal role models, socioemotional support, and financial resources. The study conceptually synthesizes these factors and elucidates a nuanced understanding of women STEM faculty’s perspectives on their participation in EEPs, offering insights for future research and program development to enhance diversity, equity, and inclusivity in STEM entrepreneurship education.

在科学技术创新对社会经济产生巨大影响的推动下，STEM 学科的创业精神正受到越来越多的关注。因此，创业教育计划 (EEP) 被引入和设计，旨在培训 STEM 教师并让他们接触创业实践。本研究探讨了影响女性 STEM 教师在学术界更广泛的社会文化背景下参与 EEP 的观点的因素。该研究利用成人参与文献和创业教育的关键理论著作来制定概念基础，解决了女性学者在 STEM 创业方面研究不足和理论不足的领域。研究结果采用定性方法，包括对 32 名 STEM 女性教员进行深入访谈，确定了内部和外部影响，并在计划和系统维度上揭示了它们之间复杂的相互作用。内部因素包括创业认知、STEM学术认同、创业认同和自我效能，而外部因素包括专业导师、个人榜样、社会情感支持和财务资源。该研究从概念上综合了这些因素，并阐明了对女性 STEM 教师参与 EEP 的看法的细致入微的理解，为未来的研究和项目开发提供了见解，以增强 STEM 创业教育的多样性、公平性和包容性。