TASK 2 (Two Parts): Academic Stereotyping

In schools and universities, girls tend to choose arts while boys like science. What are the reasons for this trend and do you think this tendency should be changed?

Sample Answer

It has been widely recognised that in most academic institutions nowadays, students’ inclination regarding academic preferences is predominantly gender-oriented. This can be exemplified by social sciences and the arts being dominated by female students, while their male counterparts tend to be disproportionately in favour of STEM disciplines. This notable pattern within the educational landscape can be attributed to broader societal trends concerning gender roles and should be subjected to readjustment to maintain workforce balance.

At the heart of this gender stereotyping in academic enrolment lies a history-based justification. For centuries, men have predominantly been inextricably associated with scientific innovations and breakthroughs, a fact that stands in sharp opposition to their female counterparts, who have overwhelmingly been known to excel in artistic expression and creative pursuits. The fact that most engineers and scientists are men, whereas ballet dancers and music performers tend to be women exemplifies this trend. Beyond historical underpinnings, contemporary workforce gender composition can also reinforce this tendency. Having observed a striking gender pattern across numerous industries, students are prompted to select careers while taking gender biases into consideration in order to ensure future job security and job satisfaction. For example, a female student, upon noticing that engineering and architecture appear to be the domain of males, may develop a sense of anxiety and insecurity regarding her own competitiveness and compatibility. As a result, she may eventually switch to the arts, humanities, and social sciences, viewing these as a better fit.

Having acknowledged the underlying reasons behind this pattern of gender bias within the educational realm, I would argue that this entrenched proclivity should be altered. This argument rests on the premise that individual career choice should be determined by personal capacity, interest, and suitability. If a boy excels at theatre, painting, or playing musical instruments, he should be encouraged to enrol proactively in theatre studies, the arts, or music. By the same token, a mathematically inclined or technologically gifted girl should not, in any way, be prevented from furthering her career in STEM subjects. Under no circumstances should individuals limit their career growth by constraining themselves within a narrow prejudice or limited perspective. Ultimately, this tendency should be changed from the grassroots level through the alteration of individual perceptions and societal attitudes, with the ultimate aim of addressing workforce imbalance.

In conclusion, the gender-based inclination towards certain career choices among boys and girls can be ascribed primarily to social factors, supported by both historical and workforce-related influences. In my opinion, this prejudice should be uprooted, because career pathways should be determined by internal factors such as ability and interest, while external factors such as societal biases and popular trends should not be taken into account. Once individuals shift their personal perspectives, societal changes can ensue, with the ultimate goal of addressing workforce imbalances and restoring gender equality across multiple disciplines.

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