Gender and sexual orientation in relation to education
In 1993, women outnumbered men in US colleges and accounted for 55% of
all students in four-year colleges and universities.
Females have been characterized as less likely to: raise their hands immediately in response to a question, call out and demand the teacher's attention, receive peers' approval if they break rules, receive feedback, have their comments credited, developed or even remembered by the group and more likely to be interrupted while they speak.
Men have been characterized as lagging in verbal skills and college attendance. They also have a higher dropout rate and participation in crime.
There are differences in linguistic styles between male and female students. Females make shorter and quieter statements, are more hesitant and indirect, qualify their statements, ask questions rather than make statements even if they know the answer, apologize for their statements and use intonations, such as a smile or averted eyes rather than assertive gestures.
Gay and lesbian students have been referred to as the "invisible minority" in the classroom. Lesbian, gay, transgender, bisexual and questioning students face hostility and rejection in their personal, educational and professional lives. Not only are they facing hostility, but also struggling with their sexual identity. After they have decided to expose their sexual identity, many may face prejudiced remarks in the classroom. It is important that instructors create a supportive and protective environment for students.
Females have been characterized as less likely to: raise their hands immediately in response to a question, call out and demand the teacher's attention, receive peers' approval if they break rules, receive feedback, have their comments credited, developed or even remembered by the group and more likely to be interrupted while they speak.
Men have been characterized as lagging in verbal skills and college attendance. They also have a higher dropout rate and participation in crime.
There are differences in linguistic styles between male and female students. Females make shorter and quieter statements, are more hesitant and indirect, qualify their statements, ask questions rather than make statements even if they know the answer, apologize for their statements and use intonations, such as a smile or averted eyes rather than assertive gestures.
Gay and lesbian students have been referred to as the "invisible minority" in the classroom. Lesbian, gay, transgender, bisexual and questioning students face hostility and rejection in their personal, educational and professional lives. Not only are they facing hostility, but also struggling with their sexual identity. After they have decided to expose their sexual identity, many may face prejudiced remarks in the classroom. It is important that instructors create a supportive and protective environment for students.
