According to Krupnick, women are more likely to feel more comfortable interrupting each other rather than interrupting men. This contributes to an additional lessening of women's speaking time.

Krupnick also reports that speaking patterns are developed within the first few weeks of classes.

Therefore, if women are too intimidated to participate in the beginning--such as the junior in an all-male section--they are not likely to begin speaking during class discussion later in the semester.

But Assistant Dean of Co-Education Virginia L. Mackay-Smith '78 says that intimidation is not the biggest problem.

When female students meet with her, they "use the word 'intimidating' less than 'annoying,'" Mackay-Smith says. "Women are so frustrated because there is not a check on when guys start talking before they have figured out what to say."

Breaking the Barriers

The Faculty of Arts and Sciences does not have a uniform policy for dealing with the problems faced by women in the classroom.

But, according to Buell, "the faculty on the whole are quite aware for needing to compensate for social stereotypes."

The primary efforts of the FAS in combating discrimination against female students are coordinated through the Derek Bok Center for Teaching and Learning. The Bok Center's orientation program for teaching fellows includes a component on women in the classroom.

Mackkay-Smith says she does not think it is a problem that these orientation sessions are not mandatory for all teaching fellows.

"It is wise not to require it," Mackay-Smith says. "People who are compelled to take it may not take it as seriously, but if you choose to participate [in the orientation session] because you see it is important [that lends a whole new credibility to the program]."

For the last eight or nine years, the Bok Center has published a pamphlet geared toward TFs and faculty that addresses "how to render the classroom more open to all women," says Lee A. Warren, the center's associate director.

According to Warren, the pamphlet makes four main points: "1) making teachers aware of all the possibilities [for classroom interaction]; 2) not assuming all women are [passive]; 3) helping the TF to include women in the classroom; and 4) helping to teach people who talk how to listen."

Additionally, the Bok Center, working closely with Krupnick, has just completed an educational video for teachers that uses vignettes to show different strategies for including women in classroom discussions.

The Bureau of Study Counsel also offers support groups on assertiveness in the classroom and speaking in class.