她们被称为‘小姐’而他被称为‘教授’：IT/SE教育中女性教学支持人员的 lived 经验
They Call Her 'Miss' and Him 'Professor': Lived Experiences of Women Teaching Support Staff in IT/SE Education
AI总结：
本研究探讨了IT/SE教育中女性教学支持人员在日常教学中面临的权威获取与维持问题，通过分析15名女性的亲身经历，揭示了性别与权力结构对教育环境的影响，并提出了促进包容性教育的建议。
摘要：
尽管她们在计算机教育中塑造学生学习方面起着关键作用，但女性教学支持人员（TSS）的贡献往往被忽视和低估。在本经验报告中，我们综合了15名IT/SE高等教育中女性TSS的亲身经历，以阐明日常教学中权威是如何获得、抵抗和维持的。参与者分享了与教学团队同事在一方面找到和失去声音的积极和消极亲身经历，以及与学生在另一方面有益的联系和性别化的摩擦。我们将这些动态映射到一个针对TSS角色定制的“特权与权力轮盘”。TSS档案离轮盘中心越远（例如，非母语英语、非白人、看起来年轻、非永久、早期职业），就需要更多的关系、情感和纪律劳动来达到平等。我们提供了可行的见解和建议，以创建更多包容性的教育环境，在技术主导的领域中，这尤其及时，因为全球大学正在应对后疫情教学模式，并试图建立更加包容和坚韧的学术社区。
英文摘要：
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.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
