Finding Fearlessness

by Ruby Lynch | Design by Emma Hill

Do you know the answer? Yes? Maybe?

I’m not sure. No, never mind.

I have seen (and experienced) this exact encounter within the classroom too many times to count. The timid hand raise, the staring professor, the uncertainty… frequently, they all seem to accumulate into a crescendo of female self-doubt.

This is not to say that everyone does not struggle with hesitancy at one point or another, or that the issue is completely encapsulated by a gender binary. Nevertheless, the narrative surrounding positions of uncertainty often points to women. These stereotypical tropes are seen everywhere in movies, books, and our minds. A story where women are assumed to be timid, small, and quiet. Does this still fit the structure of our classrooms and students in this generation?

Personally, throughout high school I struggled with finding confidence in academic settings. At my school, classes tended to be male-dominated and female students were overlooked or frequently seen as less intelligent. I even had a moment in my sophomore year chemistry class where a boy laughed after I asked an “obvious” question. When I was transitioning into college, I was nervous for the same learning culture that my high school embodied that strangled my academic experience. I was quickly surprised when it was almost the opposite. All of the sudden, the boys–who were once loud and overtaking–were quiet and neglectful of participation. It was the girls that took control of the room and were more involved with the classroom activities.

I was happily surprised to discover this, but I was still confused as my higher education experience was not mirroring the narrative I was continuing to hear about the lack of female confidence.

One popular article by The Atlantic titled The Confidence Gap emphasizes this disconnect that continues to persist.

Writers Katty Kay and Claire Shipman reference many studies which all come to the conclusion that “men overestimate their abilities and performance, and women underestimate both.” Yet, “Their performances do not differ in quality.”

And while I do not think this is completely inaccurate, I do believe there is a new wave of female fortitude which has empowered women in higher education to become more self-assured while simultaneously giving them the space to do so.

In the BU community, many female students feel at home in the classroom.

One stem-oriented student, Jontae Sanchez (Sargent ’25) said, “I do not think that men dominate classroom settings. As a woman who dominates the classroom herself I feel like most girls tend to take the lead and they actually feel more confident than men in most cases. I feel like that’s been pretty common in academia recently.”

Another female student, Jordan Brooks (Hospitality ’25) spoke similarly, “I think more girls participate than boys in my classes.”

It was gratifying to hear that other women have been noticing the leadership of female students in BU classrooms, but no experience is completely ubiquitous.

One student took a more neutral approach: “I think in college as opposed to high school everyone is a lot more hesitant to ask questions,” spoke Lea Chen (CAS ’24).

Another student had a different experience:

“I wouldn’t say it’s the same at every college at BU, but I’m in Questrom and sometimes I do feel like boys do dominate the conversation. I’ve noticed that a lot of my professors are more inclined to call on boys and I will sit with my hand up for a while and not be given the chance to speak,” voiced Tiare Valenzuela (Questrom ’25).

Tiare’s experience is a familiar one, but it seems as though it is becoming less common. More and more women are seeking higher education, and the amount of college educated women in the workforce is also rising, allowing women to dominate within the labor force according to Pew Research Center. I am hopeful that the classroom will continue along this thread of equality so that encounters such as Tiare’s become the rarity and not the assumed normality.

How can we ensure this upward trend and cultivate a place for each and everyone one of us to belong in the classroom? Here are four helpful tips:

Make Mistakes:

It is incredibly intimidating to raise your hand without complete certainty of the answer in your head, or without planning word for word what you are going to say, but allowing yourself to make mistakes in front of others gives you freedom in the classroom that is quite unique. It can transform the classroom into a place for personal growth.

"Say what you think. No one is judging you," said Brooks.

Be Proactive

Know your space in the classroom and don't be afraid to own that; you have as much speaking authority as every other student.

"Don't wait until the professor finishes their sentence, put your hand up when you know they will be calling on people," asserted Valenzuela.

Take That First Step

The more you do it the easier it becomes.

Take it from Aidan Biel (CAS ’25): “I struggle with anxiety and I do get very overwhelmed every time I participate knowing that is a large portion of my final grade, but I almost force myself to raise my hand because you kind of just have to trust your academic abilities and your ability to interact with the curriculum.”

Developing a habit will make it a lot easier and will help you feel more integrated in the classroom in the long run. “We are all in this school for a reason,” expressed Biel.

Talk To Your Professors:

Although they seem intimidating, all of them have been in our position before and most are quite understanding. Tell them if you struggle with anxiety or imposter syndrome; maybe they will accommodate you in the classroom or help you overcome your struggles.

“My professor in Hospitality said that she was really quiet in college and didn’t participate at all. She has helped my entire class participate and feel comfortable in the classroom by sharing her experience.” said Brooks.

Moments like these can help you develop a deeper relationship with your professor beyond the class material. Use this as an opportunity to form a meaningful connection.

Whether you are part of the 20 percent of college students who report experiences of imposter syndrome according to BYU, you are a woman still finding her voice in academia, or you naturally exude confidence, committing to making the classroom an equitable place for all individuals will decide the future of collegiate spaces along BU’s Commonwealth Avenue and beyond.