Agree

I stand with the statement of Stéphan Vincent-Lancrin as presented with his article. In his
article, he states that, ‘For many years men have received a better education than women. In
OECD member countries, more men than women went on to higher education and obtained more
degrees.’ This statement proves that female gender bias is already in existence even before and
gradually remain in our society as of the moment. Despite advances in women's access to higher
education, female undergraduate and graduate students frequently face unequal educational
opportunities inside and outside the campus. Women students are often treated differently than
men at all educational levels, including college, graduate, and professional school even if they
attend the same institutions, share the same classrooms, work with the same advisers, live in the
same residence halls, and use the same student services. Furthermore, female gender bias also
affects women choice when it comes in choosing their field of study. Biases and gender
preconceptions prevent women from studying science and pursuing careers in academia and
other professional settings. Furthermore, women who do enter academia have not made equitable
advances in academic and administrative hiring and advancement. These leadership gaps have
created an opportunity for institutions to foster women's development and mobility despite the
hurdles they frequently face, notably racism, sexism, ageism, and classism. Female
representation in key roles in the field still has to be improved, and the ways in which an
equitable education leads to fairer and less prejudiced academic and professional environments
around the world should be researched and review further.

Disagree

In the previous half-century, scientists have observed a remarkable shift in gender

disparity, frequently referred to as a "gender revolution," in which women's employment grew
and became the norm. The proportion of women getting baccalaureate or doctoral degrees has
significantly increased. Women's participation in historically male-dominated disciplines of
study, such as management, accounting, and science, technology, engineering, and mathematics,
has increased. In addition, People tend to believe with the pre-existing stereotypes and has
historically interfered wherein if people talk about gender bias, they assume that women are the
only one experiencing it. However, this does not rule out the possibility of men becoming the
focus of gender prejudice in appraisal. As we read the different articles, we can notice that
female gender bias in college happens not because of the university or school but it happens
because of some factors.

Body

While colleges and universities attempt to reduce actual female biases and discrimination,
focused programs can aim to modify women and men's perceptions of gender discrimination at
the same time. Handley et al. (2015) reported that men do not recognize the presence of gender
bias in research to the same extent as women: when men and women were asked to read an
abstract from a study reporting gender bias in research, men tended to evaluate this study less
favorably, indicating men's reluctance to recognize gender bias. The gender gap was particularly
pronounced among academics in science, technology, engineering, and mathematics (STEM).
Furthermore, many women's undergraduate degree selections are influenced by the possibility
for discrimination in each field. A lack of understanding of these concerns, particularly at the
senior level, will almost certainly result in fewer actions being implemented to address them. It is
also crucial to comprehend how gender biases are seen by researchers in the workplace, as well
as whether gender, seniority, study area, and institution type influence these perceptions. While
papers are issued on a regular basis to assess the current gender situation in science and its
evolution through time, little is known about researchers' perspectives of gender equality.

Certain hidden prejudices exist in our classrooms. We are looking for students who
actively participate in discussions. We value confident, assertive, and forceful verbal
communication. We consider a lesson to be particularly successful when students engage in
argument and verbal sparring. Because of these biases, some students, disproportionately
women, feel inadequate. They begin to question their own abilities and skills. Furthermore,
engineering, computer science, and physics are still dominated by men, whereas nursing,
education, and social work are dominated by women. This reinforces the stereotype that men are
"naturally" good with things and processes, whereas women are "naturally" good with people.
The monitor, on the other hand, has a wealth of data demonstrating that these prejudices are not
universal nor unchanging.