BackgroundAnatomical sciences educators play a critical role in training future health professionals and researchers. However, in academic culture, teaching is often negatively stereotyped and less respected. As a result, educators are vulnerable to stereotype threat, a situation in which an individual underperforms due to their fear of confirming a negative stereotype associated with their group.MethodsThis IRB‐Exempt study (COMIRB #19‐1572) was designed to identify the associations of stereotype awareness and concern in anatomical sciences educators. Educators from post‐secondary and health professional institutions were invited to complete a survey consisting of demographic and 5‐point Likert scale questions regarding six domains: educator identification, institutional identification, stereotype awareness and concern, imposter tendencies, anxiety, and confidence. Spearman’s correlation was applied to survey responses from all educators as well as subgroups based on gender, ethnicity, highest degree, and academic appointment to identify statistically significant correlations.ResultsA total of 100 anatomical sciences educators completed the survey. In these individuals, stereotype awareness and concern was positively correlated with anxiety (r=0.293, p<0.003), imposter tendencies (r=0.348, p<0.001), and teaching load (r=0.275, p=0.006) as well as negatively correlated with identification with institution (r=−0.404, p<0.001) and confidence (r=−0.340, p=0.001). Ethnic minorities, non‐doctoral degree holders, and early career educators also exhibited statistically significant, but more pronounced correlations.ConclusionThis study demonstrates that awareness and concerns regarding negative teaching faculty stereotypes is linked to varying degrees with institutional disidentification, imposter tendencies, anxiety, and diminished confidence in anatomical sciences educators.