Timothy Harper in his article “They Treat Girls Differently, Don’t They?” started a controversial discussion of the position of girls in the modern educational system. It is stated by Harper that boys receive more attention in the learning environments than girls although this attention can be both positive and negative. Much attention means more opportunities for feeling comfortable and for being heard. In spite of the fact that educators are inclined to claim that there is no discrimination in the educational settings, the observed differences in treating girls and boys are the indicators of a certain educational and social problem. Girls need more attention in the classroom because the gender gap in the learning environments is still significant and leads to prejudice and because it is necessary to support the girls’ confidence and ability to present opinions though the principles of the equal opportunities are actively promoted in the educational institutions.
Although educators work to overcome the gender gap in the learning environments, it is still significant, and it can lead to such problems as the progress of biases and discrimination in the sphere of education. The lack of the attention to female students’ needs and the ignorance of the ideals of gender equality are observed even in the teachers’ choices for students’ reading. For instance, Sandholtz and Sandholtz note that “The imbalance between male and female characters in children’s literature and school readings creates a situation where boys rarely may be required to cross gender reading boundaries” (Sandholtz and Sandholtz 123). From this perspective, educators can indirectly influence the girls’ position not only in the classroom environment but also in the society because of providing the certain type of the reading materials for boys.
Furthermore, the lack of the attention to girls leads not only to intensifying the gender gap but also to creating new stereotypes. Following Neuburger and the group of researchers, it is possible to note that the gender effect is observed even in the mental rotation, and it is “affected by stereotype threat (in girls) and stereotype lift (in boys) from the very beginning of its occurrence” (Neuburger et al. 66). Teachers are inclined to discuss the question of mental rotation often without focusing on stereotypes associated with girls. If girls are paid more attention, stereotypes and biases can be avoided to provide girls with the opportunity to feel more comfortable during their daily school activities.
Girls need more attention in the classroom because they need the additional support to develop confidence and promote activity. Many girls avoid presenting their opinions in the classroom because their ideas can be laughed at or ignored by the boys or male teachers. There is a situation related to the technology class described in Bravo, Gilbert, and Kearney’s research when the teacher ignored the girl’s opinion. According to the researchers, “No matter how the girl responds, the teacher links this field to technology” (Bravo, Gilbert, and Kearney 98). The teacher ignores the female student’s ideas because they can prevent him from teaching according to the set course. On the contrary, the support provided to the female students can guarantee the creation of the positive atmosphere in the classroom. The researchers also focus on the other example according to which the focus on the girls’ interests and more attention to them can result in increasing the students’ motivation and performance.
Thus, “Teachers especially noticed that girls became more comfortable expressing themselves in the classroom, choosing to vocalize their opinions in class discussions rather than remaining silent” (Bravo, Gilbert, and Kearney 103). The secret is in the fact that girls need more emotional support in the educational environments than boys that is why paying more attention to girls, educators can affect the girls’ cognitive and emotional spheres. In order to increase the girls’ academic potential, it is necessary to increase the girls’ confidence. As a result, more attention should be paid not to distinguishing between boys and girls, but to addressing the needs which are different for two genders because of differences in visions, behaviors, attitudes, and perceptions.
In spite of the fact that educators pay much attention to avoiding prejudice in the school environment, girls still feel uncomfortable in the classroom. The reasons for the fact can be different, including differences in psychologies and visions. However, the problem is in the fact that teachers often ignore girls and their opinions intentionally. That is why, girls need to receive more attention in the classroom. The issue of the gender gap is still discussed in the classroom environment. Thus, stereotypes, biases, prejudice, and discrimination are the ideas associated with the problem. Girls also need support because girls are inclined to reflect on their successes and weaknesses, and any problems at school can lead to problems with confidence. At this stage, the teachers’ task is to provide girls with the opportunity to present their opinions freely and to avoid situations when boys’ ideas are discussed as more effective or reasonable.