For this project faculty perceptions of male/female students in their classroom were investigated. To do this grounded theory method was used to code and analyze 19 interviews with faculty members teaching introductory physics, mathematics, and engineering courses across three different small technical institutions. The results of our preliminary analysis found four groups of faculty members based on their gender related contingency, or how faculty members modified their teaching practices or classroom environment based on the differences they observe in male and female students. These four groups of faculty members were: Interventionists, Behavior Modifiers, Procedure Modifiers, and Non Modifiers. A preliminary investigation into the characteristics of these four groups was conducted and a deeper investigation of the characteristics is proposed.