Guest Post: The Teaching Methods of Higher Education - Sexist or Simply Part of the Profession?

Another great guest post from VikingKitten regarding teaching methods and potential gender bias in graduate schools. Enjoy!

At first glance, graduate education programs seem to be more female-friendly than in years past: female enrollment in graduate programs of traditionally male-dominated fields—such as medicine, law, and business—has significantly risen in recent years, with enrollment in law and medical schools about evenly distributed among genders. However, despite this rise in female enrollment, the teaching methods of these schools have generally remained the same. Does this put women at a disadvantage?

As a law student, I will focus on the teaching method with which I am most familiar—the “Socratic Method”—which, despite its unfortunate misnomer, actually describes the following type of scenario: A law professor will “cold-call” on a student, asking questions about the assigned cases or reading material. The professor will often give the student a tough time and ask many follow-up questions, forcing the student to come up with strong arguments on the spot and to support his/her opinions with clear and logical reasoning.
So, what’s wrong with this method? According to Harvard Professor Lani Guinier, one of the many staunch advocates for the removal of Socratic Method in law schools, the Socratic Method may put women at a disadvantage to men. The basic argument, stemming from Guinier’s 1994 study  and extending into more recent scholarship, is that women learn better in cooperative environments and are more likely to speak up and excel in smaller groups and in more interactive situations. Proponents for the removal of the Socratic teaching method also observe that women tend to take longer than men to formulate answers on the spot, that they tend to feel alienated in the law school setting, and that male students consistently outperform their similarly-situated female counterparts in law school.