Women Students: Combatting the chilly climate.

Sue Rosser, Women's Studies

Historically, women were not permitted to enroll in institutions of higher education. The first co-educational colleges and universities emerged in the United States in 1833, barely over 150 years ago. Today, in contrast, women comprise the majority of students in institutions of higher education.

Researchers have shown that, in spite of their numbers, women often do not feel invited by the college classroom. There is evidence that some women actually experience a decrease in self-esteem and a decline in academic and career aspirations during their college years. Although most college teachers strive to create a learning environment that is inviting to both men and women, their efforts may be less effective if they are insensitive to issues of sexism and gender stereotyping.

A substantial amount of research has been done on how language may transmit gender stereotypes. For instance, generic use of the masculine pronoun he implies that the male is the norm in society. But in addition to written and spoken language, sexism in non-verbal behavior and interaction with students may provide more encouragement for males than for females. There is evidence that some faculty members make eye contact more often with men than women, nod and gesture in response to mens questions and comments more often than to those of women, and wait longer for men than for women to answer a question before going on to another student. In certain situations, women report being "squeezed" out from viewing a laboratory assignment or demonstration, and being asked lower order questions than men.

Part of the reason that women may feel less than equal participants in the college environment is that their history, art, music, and writings have often been excluded from the prevailing curriculum. During the past twenty years, however, a new scholarship on women has produced extensive information about the accomplishments of women. College faculty now have a new knowledge base on which to draw that will assist them in gender balancing the curriculum.

Instructors can create a climate that encourages women's full classroom participation through the following behaviors:

• During the first few weeks of class, pay particular attention to classroom interaction patterns, and make a special effort to draw women into class discussion at that time.

• Make a specific effort to call directly on women as well as on men students.

• Ask women and men qualitatively similar questions and give them equal amounts of time to respond.

• Avoid using the generic "he" whenever possible.

• Do not use sexist humor as a classroom device.

• Do not make seemingly helpful comments which imply that women are less competent than men.

• Do not question or disparage women students' seriousness of purpose and/or academic commitment.

• Use your own good sense to avoid jokes, comments, or images that unfairly exploit people and perpetuate gender stereotypes.