Recent research has explored the role of gender in educational development. International and national studies have shown that women predominate the field. In 2017, Bernhagen and Gravett analyzed the gendered nature of educational development in the U.S. specifically. What went unaddressed were the identities of the faculty served. Despite recent research from the U.S. that concluded gender is not predictive of participation, past literature, as well as our own lived experiences, suggests that there is an overrepresentation of women in center programming. In this article, we explore possible explanations for this imbalance, as well as potential consequences and solutions.