there had not beenfair treatment between the sexes, these two will be discussed in-depth later. Every respondentsaid that they had not changed the beliefs they held during school. However, the inequalitiesbecame evident in later questions that were designed to bring out impressions about certainsituations and asked for additional comments. Of the twenty-four respondents graduating from1968 to 1979, twenty-two claimed overall equality in their education, of these, nine indicatedsome minor tendencies toward gender biased policies in teachers’ classrooms. All but one ofthese nine said the males had received some form of favoritism regardless of their own gender. The recent graduate group results showed opposite results. Of the eighteen people whograduated since 1995, all claimed overall equality (a sign of progress), however all but twoclaimed that the girls were given advantages over the males (a sign of too much progress). Thetwo who did not claim female benefits felt their education was equal. The interesting age groupwas the elders. They were hesitant to respond to my questions. After great amount of reflection,there was an agreement that men were given a better opportunity for success. These peoplestruggled to decide not because they could not remember, but because they never gave genderinequality too much thought. Some responses to the questions designed to inspire thought andsentiments were good examples of the overall feeling on gender inequalities. For example,“Studies today seem to draw our focus to minor issues (mountains out of mole hills)” and“...gender was the inequality of least concern back when I was in school.” As for the two whodid not feel there overall educational experience was fair, both graduated in 1976, both werefemale, but one felt the males got the clear advantage, the other felt the females won the war forfavoritism. “The Silent Gender Gap,” offers the be...
