IELTS Writing Task 2/ Essay Topics with sample answer.
IELTS Essay # 1405 - In most science courses there are significantly more male students
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IELTS Writing Task 2/ IELTS Essay:
You should spend about 40 minutes on this task.
Write about the following topic:
In most science courses at university, there are significantly more male students than female students.
What is the reason for this?
What could be done to balance out the numbers?
Give reasons for your answer and include any relevant examples from your own knowledge or experience.
Write at least 250 words.
Model Answer 1:
The majority of tertiary science courses demonstrate a notable gender disparity in enrollment, with a higher number of male students compared to their female counterparts. This essay will first discuss why gender stereotypes are the primary cause of this phenomenon and then outline how challenging these stereotypes can close this gender disparity.
Traditional gender stereotypes and social expectations about gender roles and abilities play a vital role in stimulating academic interests. In many societies, there is a deep-seated prejudice that science and technology are associated with men, while humanities or social sciences are particularly suitable for women. These social stereotypes exert a profound influence on female students when selecting their university courses, leading them to opt for courses that are conventionally considered more feminine. In mathematics, for example, there is an awkward gender gap, and social prejudices portray studying calculus as a masculine activity. This paradigm of thought dissuades female students from selecting mathematics, even if they have a keen interest in the subject.
To close this gender divide, educational institutions should challenge gender stereotypes that discourage girls from enrolling in science courses at universities. That is to say that schools can organize seminars that challenge these prejudices, promoting discussions on gender equality and the significance of diversity in STEM. For instance, schools can organize mentorship programmes where girls can connect with eminent women in scientific fields so that the mentors can share their experiences, give guidance and serve as role models, thereby encouraging female students to pursue science courses at universities.
To conclude, many female students do not enrol in science courses at the tertiary level due to gender biases. However, if schools provide female students with workshops or seminars that address and challenge gender stereotypes, this problem can be alleviated to a great extent.
Model Answer 2:
In numerous science courses offered at the university level, a conspicuous gender imbalance prevails, with a notable overrepresentation of male students compared to their female counterparts. This gender disparity can be attributed to various factors and can be mitigated through targeted strategies that this essay is going outline.
One prominent reason for the higher number of male students in science courses is the persisting gender stereotypes and societal expectations. Historically, science and technology fields have been traditionally associated with masculinity, which has deterred some females from pursuing scientific disciplines. The prevailing bias can discourage young women from considering science-related careers, leading to fewer female enrolments in these courses. Moreover, the shortage of female role models and mentors in the sciences further compounds the issue. Female students may not find relatable figures within the field who can inspire and guide them, which can hinder their decision to pursue science courses.
To address this gender imbalance, several strategies can be implemented. Firstly, educational institutions should actively promote diversity and inclusion in science courses. This includes fostering a welcoming environment where female students feel valued and respected. Additionally, outreach programmes should be initiated to engage young girls in science from an early age, challenging stereotypes and showcasing the diverse opportunities available. Furthermore, universities can establish mentorship programmes that connect female students with accomplished female scientists. These programmes can provide guidance, support, and a sense of belonging, encouraging female students to persist in their scientific pursuits.
In conclusion, the significant disparity between male and female students in university science courses is rooted in historical gender biases and a lack of representation. By actively promoting diversity, dispelling stereotypes, and providing mentorship opportunities, we can work towards a more equitable and inclusive future for science education.
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