"I'm using `men' in the bisexual sense."

"Your mother would never understand this."

"I've got a research position open for a freshman or sophomore who would like to get an early start on his career."

"You've just watched a football game and your mom has been baking cookies.."

Such insensitive language and comments are only part of the problem. Other behavior--that which focuses on women students individually--may be even more discouraging to their participation.

Both teachers and students often take men's comments more seriously than women's. Studies show that women are interrupted more frequently than men, that men are given authorship of ideas more often than women (as in "as John said...") and that men's comments are responded to more extensively than women's comments.

Hall's study further indicates that section leaders call on women less frequently than men and that teachers more often address analytical questions to men and factual questions to women.

Yes, women who feel intimidated do have an obligation to themselves to overcome this fear of being teased, humiliated, looked at strangely, whatever. But even more importantly, section leaders and students are obligated to maintain an environment where no one has any good reason to feel intimidated. It is the responsibility of those who feel comfortable in an environment to make sure that those who initially feel uncomfortable do not feel that way for long.

Students and teachers must work to remedy classroom inequality. Everyone should carefully observe classroom dynamics, especially during the first weeks of class when patterns are set for the rest of the semester. It is important to respect all students' contributions and to avoid common behaviors which work to silence women. Students must give professors and teaching fellows positive and negative feedback regarding these issues, either in person or in the CUE Guide evaluations.

But the issue is not as simple as counting the number of times that men and women speak. The fundamental problem is the competitive nature of classroom discussions. Even if more women could compete on these terms on an equal basis with men, this structure guarantees that someone will always be left out.

Why is the problem always defined in terms of "What women are doing wrong (or failing to do) in class?" Why not address the real problem--sections dominated by a few people who are overly aggressive...I'm tired of being told that women are too passive and that I must conform to a standard I don't value.

Without everyone's participation, the class loses the exchange of ideas that makes classroom discussions so valuable. In addition, the ability to listen to others and to elicit information--the so-called "feminine skills"--are important intellectual tools that students need to learn.

Students and teachers must transform sections in a way that encourages discussion, exchange and cooperation rather than aggressive exclusion.

Sarah Igo '91, Alix Ohlin '92 and Susan Schwab '92 are co-chairs of the Radcliffe Union of Students' Academic Affairs Committee.