一句话：通过15名IT/SE高教女性教学支持人员的亲历体验，揭示教学权威获得、抵抗与维持中的性别与交叉性权力机制。
本文关注IT/SE高等教育中女性教学支持人员（TSS）贡献常被忽视的问题。作者以经验报告形式综合15名女性TSS的亲历体验，分析她们在日常教学中如何获得、抵抗和维持权威，包括与教学团队同事的发声与失声，以及与学生的积极联系和性别摩擦。研究将这些动态映射到为TSS定制的交叉性“特权与权力之轮”：越远离中心（如非英语母语、非白人、显得年轻、非永久职位、早期职业），达到平等所需的关系、情感与规训劳动越多。评估基于质性经历综合与主题映射，并据此提出可操作建议，以构建技术主导领域更包容的教育环境。
Despite their critical role in shaping student learning in computing education, the contributions of women teaching-support staff (TSS) often go unrecognised and undervalued. In this experience report, we synthesise lived experiences of 15 women TSS in IT/SE higher education to illuminate how authority is earned, resisted, and maintained in everyday teaching. Participants shared both their positive and negative lived experiences associated with finding and losing voice with teaching team colleagues on the one hand, and rewarding connections and gendered friction with students on the other. We map these dynamics onto an intersectional “wheel of privilege and power” tailored to TSS roles. The farther a TSS profile sits from the wheel’s center (e.g., non-native English, non-white, younger-seeming, non-permanent, early-career), the more relational, emotional, and disciplinary labour is needed to reach parity. We provide actionable insights and recommendations for creating more inclusive education environments in technology dominant fields that are particularly timely as universities worldwide grapple with post-pandemic teaching models and seek to build more inclusive and resilient academic communities.
@inproceedings{paperbot12009,
title = {They Call Her ‘Miss’ and Him ‘Professor’: Lived Experiences of Women Teaching Support Staff in IT/SE Education},
author = {Vasu Malhotra and Rhea Dsilva and Rashina Hoda},
booktitle = {ICSE},
year = {2026},
doi = {10.1145/3786580.3786977}
}