The problem of gender disparity in computer science and engineering has persisted despite longstanding efforts made in higher education. This study drew data from ten female computer science and engineering faculty in China and Italy to demonstrate the gender-specific challenges they face. The researcher applied positioning theory to analyse female faculty's motherhood experiences. Findings suggest that the dual mother-and-educator role conflict in the intersectional space of work and family can be both a burden and an asset to female faculty. As a burden, the sociocultural expectations of the mother's role drive females to take on primary childcare responsibilities. It leads to significant barriers to female faculty's career advancements. As an asset, the study finds that the female faculty's motherhood experience allowed them to generate new insights into their identities as educators and teaching practices. Their learning from motherhood prompts them to reflect and gain an appreciation of their educator identity. Such realisation enables them to improve their teaching practices and interactions with students. The study offers policy recommendations for higher education institutions to support female faculty navigating the dual roles of mother and educator. Finally, the researcher discusses the limitations and directions for future study.