Debates surrounding gender inequality and women’s rights have taken center stage across the nation and on Harvard’s campus, especially in the aftermath of the Supreme Court’s decision to overturn Roe v. Wade in June 2022. As these issues have intensified, they have cast a spotlight on how institutions like Harvard address—or fail to address—gender equity within their walls. As Harvard students grapple with these pressing issues, one critical area deserves closer examination: the classroom. Is our education truly reflecting the ideals of gender equality and inclusivity?
This question has prompted many discussions and even academic studies. Sara J. Cromer, Investigator in the Department of Medicine at Massachusetts General Hospital, observed patterns of gender influencing confidence in courses at the Harvard T.H. Chan School of Public Health. In a study conducted over two years by Cromer, graduate-level certificate program students—mostly physicians in their fellowship training—were observed in both large lecture-based classes and smaller discussion-focused classes. This observation took place for two weeks in July 2019 (in-person) and six weeks during July and August 2020 (online). The participant groups consisted of 156 students in 2019 (60% women) and 138 students in 2020 (61% women).
The findings of the study further reinforced what Cromer had inferred about gender differences in the classroom, specifically in Harvard classrooms. Cromer and her team discovered that, in large in-person classes, women were less likely than men to ask and answer questions. However, these discrepancies were reduced in smaller class sizes and virtual classes. Additionally, women tended to use more deferential language in their questions during large classes, regardless of the setting, while no such disparity was found in smaller class settings.
Cromer’s study is one among many shedding light on a crucial, yet perhaps overlooked, aspect of education: the subtle ways gender shapes our classroom experiences. The study reveals that Harvard classrooms are not meeting the needs of its female students. At a school like Harvard, where participation is included in the composition of grades for almost all courses, the implications of this study are profound. When participation becomes a graded component, those who feel less confident—which as the study suggests are disproportionately women—may find their academic performance disproportionately affected. Graded participation affects female students’ grades, and thus also can limit their opportunities for professional advancement in their fields, perpetuating a cycle of gender disparity.
This study and its findings are not a monolith. In another study at Cornell, researchers Aguillon, Siegmun, Petipas, Drake, Cotner, and Ballen found a similar trend. This study observed 414 student-instructor interactions in an active-learning biology course over two semesters, focusing on gender-based participation patterns. Teams of two or three researchers conducted observations across multiple lectures and instructors, capturing interactions in a consistent environment with structured activities for student engagement. They found male students participated more frequently than expected, especially in voluntary responses after group discussions. Additionally, female students reported lower scientific self-efficacy and greater awareness of their gender identity, highlighting that active learning alone may not ensure equitable participation and that more inclusive teaching strategies are needed.
This study underscores that despite structured, interactive settings, gender equality in student participation remains elusive. In line with Cromer’s research on Harvard classrooms, findings from this biology course reveal that male students disproportionately engage in classroom discussions, particularly during voluntary segments, while female students are more likely to experience lower self-efficacy and a heightened sense of gender identity in academic settings. This suggests that simply incorporating active learning techniques is not enough to level the playing field.
Right now, Harvard has the opportunity to lead by example. To promote true gender equality, the University must go beyond traditional participation metrics, adopting strategies that actively support and validate female students’ contributions, thereby dismantling biases that can marginalize women in academic discussions. Without such reforms, women’s voices may continue to be undervalued, impacting their confidence, grades, and long-term academic and professional trajectories.
But what about the female students who are speaking up and participating? As a female student, I have had a unique experience with classroom participation. I’ve always had a loud voice and I have never been someone who is scared to speak up. Throughout middle and high school, I’ve had no problem participating and speaking both in classes and extracurriculars such as debate. Unfortunately, my experience is not necessarily indicative of the broader female student experience. Throughout my time as a student in high school and my first semester as a student at the College, I feel that I have constantly heard my classmates and friends who identify as women complain about being scared to talk in classes, or conversely, explain how certain male classmates dominate the classroom’s conversations.
Even as someone who feels comfortable speaking in class, I still feel that I have experienced gender bias in the classroom. One striking example was during my history class in my junior year of high school. Our class was incredibly interesting and filled with outgoing and intelligent voices. I remember one day, I left the classroom after having partaken in a lively conversation about Ho Chi Minh and Vietnamese anti-colonial movements.
Directly outside of our classroom, two very smart male students in my class were talking about the discussion. One of the boys complimented the other boys’ comments and said how compelling they were. Then, he remarked that I was annoying and simply “yapping.” On one hand, maybe my points didn’t make sense or maybe he didn’t agree. But, that’s not the point. It is a challenge to be a girl in the classroom. When we stay silent, our intelligence may be overlooked, and we risk being underestimated. Yet, when we speak up and share our thoughts, it can sometimes be perceived as overly assertive or unwelcome.
These studies and my experience are just a few examples of a much broader trend in education. They underscore a vital truth: our educational spaces must evolve to celebrate every voice rather than diminish them. So, what can we do? As classmates, we should support everyone’s comments and work to foster an inclusive and safe environment for all to participate in. Faculty should reform their metric for grading so that it is more than only speaking in class; perhaps, participation should include completed group work, responses, and other assignments that can encourage and enable some female students to participate. As students and members of this College, we have the power to redefine participation, making it an inclusive dance rather than a one-gender show.
Pippa Lee ’28 (pippalee@college.harvard.edu) is committed to addressing gender inequality on campus.