Purpose: While women earn an equal proportion of undergraduate degrees in biomedical engineering, there is a significant decline in female representation at the graduate and faculty levels. Prior studies suggest that an inclusive environment could increase female retention in engineering, and there has been increased interest in adding elements of diversity, equity, and inclusion (DEI) to engineering curricula. However, the impact of these efforts on female student belonging and retention are unknown. The objective of this study was to determine whether including education on inequality and bias in engineering improved female student interest in pursuing engineering after graduation. Methods: Lectures, assignments, and active-learning modules were added to undergraduate and graduate biomedical engineering courses that focused on inequality and implicit bias in engineering. Participants were surveyed at the beginning and end of each course to determine the effect of the education modules on student interests, sense of belonging, and career intentions. Results: At the undergraduate level, only a decrease in sense of belonging and increase in perceived discrimination for the female students was observed. At the graduate level, there was a significant increase in interest in engineering over time; however, there was also a decrease in perceived gender compatibility with engineering and an increase in the experience of discrimination. Conclusions: These data suggest that educational modules on inequality and bias did not increase women's sense of belonging or their intention to remain in engineering. This highlights the need for more holistic institutional efforts to support women and other minoritized students in biomedical engineering.