Gender dynamics in engineering education: instructor gender, students’ course expectations, and diversity value and inclusive behavior

This study examines how instructor gender is associated with engineering students’ course expectations, diversity value and behaviour, and perceived inclusive climate. Data were collected from 380 undergraduate students in an introductory engineering course taught by six instructors across 16 sections. Using hierarchical linear modelling, we analysed how instructor and student gender are associated with students’ course outcome expectations, diversity values, and behaviours. Results showed that instructor gender significantly moderated the relationship between pre- and post-course outcome expectations, with students showing stronger positive changes under male instructors. Women students demonstrated higher diversity value scores and greater willingness to challenge discriminatory behaviours compared to men students. No significant gender differences were found in perceptions of inclusive classroom climate. These findings suggest that both instructor and student gender are related to engineering students’ educational experiences and provide insights for creating more inclusive engineering educational environments.