The gender gap is not confined to a specific area since it occurs everywhere, especially in educational institutions. The researchers noticed that the number of men who asked questions at the seminars exceeded that of women. This educational imbalance is an issue as it impedes general student performance. According to the source, females’ invisibility during classes is related to the lack of women role models in academic fields; thus, the majority of them do not aspire to succeed academically (Pells, 2017). Hence, the researcher attempt to discover the causes of such behavioral patterns.
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The socialization of boys and girls begins in the family, and educational organizations also contribute immensely to its development. Nevertheless, gender bias in the classroom is a global phenomenon, and its impact is felt concerning self-esteem, test scores, and professional choices (Pells, 2017). Persistent stereotypes about girls and boys’ relative abilities in school have a direct impact on their academic performance. Thus, men manage to succeed in math or science, while girls prefer art or literature.
Subsequently, it implies that men are more academically active because they are driven by logic, and women rely upon emotions and intuition. Given this, it is clear that women feel intimidated when answering or asking questions during seminars because they fear to tell the wrong information and receive negative feedback. Moreover, they often find speakers more educated; hence, their intelligence level makes them superior, which demotivated female students. In turn, males seek to receive an explanation of the phenomenon regardless of the accuracy of what they say. In addition, they want to be heard and demonstrate their confidence and interest. Thus, the academic imbalance between men and women’s activity in the college class affects their academic performance.
Pells, R. (2017). Gender gap in academic seminar questions. Inside Higher Ed. Web.