Leung, E., & Ruzybayev, I., & Maki, B. (2020, June), The Gender Bias Dynamic Between Students and Female Faculty in the Engineering Classroom Through Autoethnography  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--35325

\bibitem{asee_peer_35325}
  Leung, E., \& Ruzybayev, I., \& Maki, B. (2020, June), \emph{The Gender Bias Dynamic Between Students and Female Faculty in the Engineering Classroom Through Autoethnography}
  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line .
  10.18260/1-2--35325

Eleanor Leung, Inci Ruzybayev, and Brandy Maki.  "The Gender Bias Dynamic Between Students and Female Faculty in the Engineering Classroom Through Autoethnography".  2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June.  ASEE Conferences, 2020.  https://peer.asee.org/35325 Internet.  22 Feb, 2025

\bibitem{asee_peer_35325}
  Eleanor Leung, Inci Ruzybayev, and Brandy Maki.
  "The Gender Bias Dynamic Between Students and Female Faculty in the Engineering Classroom Through Autoethnography".
  \emph{2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June}.
  ASEE Conferences, 2020.
  https://peer.asee.org/35325 Internet.  22 Feb, 2025

@INPROCEEDINGS{asee_peer_35325
author = "Eleanor Leung, Inci Ruzybayev, and Brandy Maki"
title = "The Gender Bias Dynamic Between Students and Female Faculty in the Engineering Classroom Through Autoethnography"
booktitle = "2020 ASEE Virtual Annual Conference Content Access"
year = "2020"
month = "June"
address = "Virtual On line "
publisher = "ASEE Conferences"
note = {https://peer.asee.org/35325}
number = {10.18260/1-2--35325}
}

TY  - CPAPER
AB  - In academia, many female faculty still face the challenges of socially constructed gender stereotypes and biases. One instance of such biases, whether deliberate or unconscious, includes women being held to a different and more rigorous standard by their students, colleagues and senior administration compared with their male counterparts. As a result, feelings of imposter syndrome, being overworked and not fitting in are all too common for female faculty to experience in today’s higher education settings. Does gender bias against female faculty by students, both male and female, also carry over into the classroom? 

Faculty strive to create an inclusive, supportive and stimulating learning environment where students are challenged in their problem-solving ability but also are comfortable to “fail” and learn from their mistakes. Thus, the interaction between the student and faculty is crucial to support the learning. Gender bias and stereotypes can hinder the instructor’s teaching ability and student’s ability to learn. Research has shown that female instructors tend to be judged more severely by their students. Students tend to request more special considerations and favor from a female instructor compared to a male one. This puts the instructor in a difficult situation which could lead to having a higher workload, lower course evaluations and an emotional strain on their mental health. However, if the student-instructor interaction is cultivated to be more open, personable and motivating it can improve the learning environment. Gaining the respect of the male students and developing a role model relationship with female students are positive examples of overcoming some of the gender bias challenges. 

In this paper, three female engineering faculty will use autoethnography to explore their past and present teaching experiences. Using the current literature on gender bias in engineering and academia, the authors will identify the challenges they have faced and ways to improve the learning environment in engineering classrooms. 

AU  - Eleanor Leung
AU  - Inci Ruzybayev
AU  - Brandy Maki
CY  - Virtual On line 
DA  - 2020/06/22
PB  - ASEE Conferences
TI  - The Gender Bias Dynamic Between Students and Female Faculty in the Engineering Classroom Through Autoethnography
UR  - https://peer.asee.org/35325
DO  - 10.18260/1-2--35325
ER  -