Observations in accounting classrooms reveal that men demand more classroom communication time and professors provide more and better feedback when teaching male students. The findings suggest that the educational defect, which begins in grade school, continues into the post-secondary instructional environment. The unique discovery of this research involves the culprit of gender inequity. Prior to this work, it was believed that professors were solely responsible for disparate classroom gender interactions. This study places the responsibility for inequality equally on male students and faculty.
Male students interrupt and control more than their fair share of classroom time.
It is believed that teachers can ameliorate this obstacle by suppressing men who dominate. Consistent with earlier studies, which found gender inequity in workplace meetings and conferences, future research into the dynamics of the work environment of professional women may provide evidence regarding the existence of gender communication bias in their employment communities.