Previous research indicates that students in introductory programming courses show a preference for male instructors. However, existing studies are mostly based on natural experiments, where instructor gender is necessarily confounded with other elements such as teaching style and existing classroom dynamics.

Gender bias has long been recognized as a barrier to diversity and inclusion within computer science. Though gender bias has been heavily discussed, current research on the influence of instructor gender on student bias remains fragmented and diffuse. In this work, we systematically query and map the existing research on gender bias as it relates to perceptions of computer science instructors. This mapping serves as a resource to the community in its own right, and also allows the identification of areas of over/under analysis and avenues for further research.