Gender roles in North American education remain a pertinent and dynamic source of discourse. Many questions concerning gender bias remain. This study attempts to characterize a nine-year period of college students' recall of episodes of gender bias from their pre-college experiences. The survey instrument used in this research consisted of a nine forced-choice questionnaire comprising demographic and self-reported experiential items. A significant finding of this study is that there is evidence of generational differences in perceived incidence of gender-related bias in school experience. Public awareness and discourse, heightened attention to such issues in teacher training, and the general shift in gender-based roles and careers have likely contributed to qualitative changes in the interactions between teacher and students but, as this survey suggests, gender issues may now take new forms. (Contains 4 figures.)