For example, according to writers Daniel N. Maltz and Ruth A Borker of A Cultural Approach to Male-Female Communication, when people of the opposite gender have a conversation men are more “likely to interrupt the speech of their conversation partner”(170). While females are more likely to, “adopt a strategy of “silent protest” after they have been interrupted” (170). According to Maltz and Borker, men’s dominance in conversation goes along with their dominance in society. In society men, typically, are seen as the more dominant gender over women (170). This also applies to inside the classroom as more men tend to speak out and do more of the talking than women. Most of the time teachers view interaction and participation as a very important part of their student’s ability to succee...
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...king and voluntarily ask questions in front of the class as a whole.
Instructors of a class need to observe their students to notice which gender type are speaking out more in classroom discussions, and find out if their classroom fits the standards of a male dominated talking classroom. If an instructor finds their classroom fits the mold they should seek a new method that aims at males and females to receive an equal opportunity, or use different methods that some males prefer, and some that females like better. Following advice from Krupnick, “Teachers should learn each student 's name and make sure to use names frequently, so that all students know they are recognized members of the class” (373). Making all students feel comfortable in class leaves the students more relaxed and could leave students feeling comfortable to contribute during classroom discussions.
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