A FEATURE
When it comes to expectations, the outside world or society should not ordinarily raise the bar high or demand too much from both the males and the females. Within the scope of academics, students, both male and female have the right to dictate how they tread that path. Academics after all is not gender-based neither is intelligence.
GENDER EXPECTATIONS & ACADEMIC PRESSURE: WHAT THEY ARE
Gender expectations refer to the roles, behaviours, and responsibilities that society believes are suitable for men and women. In the context of the topic, this example will fit perfectly. For example, people may expect boys to be strong, independent, and very successful, while girls may be expected to be quiet, obedient, or focused on certain “acceptable” careers. Academic pressure refers to the stress students feel to perform well in school. This pressure can come from parents, teachers, society, or even from the students themselves to get good grades, pass exams, and succeed academically.
THE IMPLICATIONS
The implication of this is that males are expected to perform excellently well in their academics. Not only that, they are expected to apply or study a course that would make them independent and successful. This shows how gender expectations placed on males can create academic pressure on them. A boy who is matured enough based on the standards of the country when it comes to seeking for admission should be allowed to apply to a university for a course of his choice without being constrained by the society or commonly, his parents.
THE TOLL OF PARENTS’ DESIRE
Parents often want their child or children to study professional courses because it’d give them that steady future success but overlook the toll of their decisions on their child or children. This expectation placed on male children reflects the pressure society and parents put on them to succeed academically and professionally. When such child eventually succumbs to the pressure of his parents, the pressure of putting up with academics becomes exhausting which in most cases leads to poor performances and even loss of interest in the course. So while his peers are performing well, he isn’t. This situation clearly shows how gender expectations can lead to academic pressure and negatively affect a student’s academic performance
MALES SEEN AS SECOND FIDDLES
Furthermore, based on direct observation, the males are always seen as second fiddle to the females because it is believed that the latter are more intelligent than the former. Basically, when it comes to academics, students should be allowed to exercise their academic prowess without being compared to anyone. While it is good to compare for motivation, it shouldn’t entirely sound as condemnation because it might lead to loss of interest and possibly depression because of the criticism. Not everyone can handle criticism.
FEMALE GENDER EXPECTATIONS & ACADEMIC PRESSURE
Conversely, the female is also faced with her own gender expectations which can lead to academic pressure. In many societies, girls are sometimes expected to focus on certain courses that are considered more suitable for them such as education, nursing, or other “soft” professions. At the same time, they may also be expected to combine academic success with traditional roles such as being calm, obedient, and family-oriented. These expectations can also place pressure on female students who may have different academic interests or ambitions.
DON’T KILL THEIR ACADMIC INTEREST
A girl who wishes to study courses like engineering, political science, or other demanding fields may be discouraged by society or even by her family because such courses are often seen as masculine or too stressful for women. When such discouragement continues over time, it can affect her confidence and willingness to pursue the course she truly desires. In some cases, she may eventually give up her interest and choose a course that society finds acceptable rather than the one she is passionate about.
This situation also creates academic pressure because the female student may feel the need to constantly prove that she is capable and intelligent. She may also feel the burden of meeting both academic expectations and societal expectations placed on women. As a result, this pressure can affect her concentration, performance, and general interest in academics.
SUMMARY AND CONCLUSION
Therefore, gender expectations placed on both males and females can contribute greatly to academic pressure among students. Instead of placing strict expectations based on gender, society, parents, and educational institutions should encourage students to pursue courses based on their interests, abilities, and passion. When students are given the freedom to choose their academic path without unnecessary pressure, they are more likely to perform better and develop genuine interest in their studies.
