While boys are encouraged to raise their hand and speak up in class, societal expectations often prevent girls from being confident in participating. This has negative ramifications within the classroom and leads to future problems in the workplace. Illustration by Lillian Sams
Within Clarke County schools, as in many schools across the U.S., there are disparities in classroom participation between girls and boys. These disparities require urgent solutions.
It is a long-documented phenomenon that girls are less likely to participate in academic classes compared to their male peers. According to a paper published by the National Bureau of Economic Research, unconscious biases within elementary school classrooms contribute to the long-term pattern of girls being less likely to speak up in the classroom setting.
This problem is most noticeable in science, technology, engineering and math (STEM) subjects, according to research done by Microsoft.
The lack of encouragement for girls to participate in class and excel in these subjects may lead to fewer girls choosing to take higher-level STEM courses. In 2018, girls made up only 28% of all students who took the AP Computer Science exam, according to the College Board.
This national and global problem can be seen clearly on a scale as small as Clarke Central High School. This is an issue with long-lasting effects, and the Clarke County School District should take urgent steps to remedy it.
In my AP Calculus class, although the girls routinely performed just as well on tests and assignments as the boys, they were much less likely to participate in class. The boys, whether or not they were correct, were willing to shout out answers in class. They would go write out a problem on the white-board in front of the class without a second thought. On the other hand, most of the girls in my class displayed a hesitancy to speak up.
Of course, not all students fit these gendered groupings. There are certainly many outspoken girls and quiet boys. But the overwhelming patterns I have seen within my classes, particularly my science and math classes, show that the gender disparities in classroom participation are a massive problem.
These problems at the K-12 level have long-term effects. According to the National Girls Collaborative Project, because of the lack of encouragement given to most girls in STEM at a young age, only 15% of the engineering workforce and only 26% of the mathematics workforce are made up of women.
The CCSD has the ability to begin reversing these harmful patterns. Starting in elementary school, there should be more programs that intentionally encourage girls in STEM classes. Teachers from elementary through high school should pay attention when male students are dominating discussions or answering a majority of questions in class in order to begin encouraging a greater diversity of students to engage.
This is a culturally-ingrained problem, and major changes require a culture shift. Teachers, parents, administrators and students all need to change the narrative so that intelligence and outspokenness are not qualities that girls try to suppress.
Instead, the CCSD community should decide to prioritize building up their female students, which will have positive effects for years to come.
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