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Sample Essay 1
In some educational institutions, there is a noticeable trend where females opt for subjects like literature and history, while males lean towards fields such as physics and mathematics. This phenomenon is rooted in a mix of societal expectations and traditional gender roles. However, it is crucial to question whether this division should persist. This essay will explore the reasons behind these preferences and argue that promoting a balanced choice of subjects regardless of gender is essential.
One of the main reasons girls and boys tend to gravitate toward certain subjects is societal conditioning. From a young age, girls are often encouraged to pursue subjects that are perceived as more "creative" or "humanistic," while boys are steered toward fields that are seen as more "rational" or "logical." For example, many parents and teachers unknowingly reinforce these stereotypes by praising girls for their emotional intelligence and boys for their problem-solving skills. As a result, young people internalize these messages, which in turn influences their academic and career choices. This social bias restricts the potential of both genders by confining them to predefined roles rather than allowing them to explore their true interests.
Moreover, there are practical implications of this gendered subject selection. Science and technology fields often lead to higher-paying jobs and offer more career opportunities, while arts and humanities, though equally important, are often undervalued in terms of financial rewards. If this tendency continues, it could exacerbate gender inequality in the workforce. Encouraging girls to pursue science and boys to explore the arts would not only diversify academic fields but also create a more equal professional landscape. For instance, initiatives like mentorship programs that expose students to role models in non-traditional fields can help break down these barriers and encourage a broader range of subject choices.
In conclusion, the tendency for girls to choose arts subjects and boys to lean towards sciences is largely a product of societal expectations and traditional gender roles. To foster equality and allow students to pursue their genuine interests, these tendencies should be actively challenged through education and mentorship, promoting a more balanced and inclusive academic environment.
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Sample Essay 2
In many educational institutions, there is a distinct trend where girls are inclined to choose subjects like arts and literature, while boys gravitate toward science and mathematics. This divergence in academic preferences can be attributed to deep-rooted societal stereotypes and educational frameworks. However, whether or not this pattern should be altered requires a closer examination. This essay will explore the social and psychological reasons behind these choices and argue for the necessity of changing this imbalance to foster equal opportunities for all.
The first reason behind these gender-specific choices is the influence of societal norms and cultural conditioning. From a young age, girls are often encouraged to develop nurturing and creative skills, aligning with traditional gender expectations that view them as more empathetic and artistic. In contrast, boys are frequently pushed toward logical, problem-solving fields, leading them to choose subjects like physics or engineering. For example, in many cultures, careers in teaching or the arts are viewed as more suitable for women, while fields like engineering or computer science are considered masculine. This gender stereotyping restricts students from exploring their full potential and pursuing careers based on their interests and talents, rather than societal expectations. If girls were exposed to the same encouragement in science and mathematics as boys are, and vice versa, more balanced subject choices would likely emerge.
This trend, however, needs to be changed, as it perpetuates gender inequalities both academically and professionally. By allowing these traditional subject preferences to continue unchallenged, we risk reinforcing a workforce where men dominate higher-paying, technical fields, and women are underrepresented in industries like technology or engineering. For instance, a more diverse presence of women in STEM fields would contribute to innovation by bringing varied perspectives, and a greater male representation in the arts could challenge the notion that creativity is gendered. Changing this dynamic requires early intervention in schools, where both boys and girls should be equally encouraged to pursue a wide range of subjects, irrespective of outdated gender expectations. Such an approach would lead to a more equitable distribution of opportunities in the workforce, ensuring that talents are nurtured based on individual interest rather than gender bias.
In conclusion, the inclination of girls to choose arts and boys to prefer sciences is largely driven by societal expectations and ingrained stereotypes. To create a more equal society where both genders can explore their true potential, it is essential to challenge and change these tendencies by promoting an inclusive education system that encourages balanced subject choices for all students.
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Sample Essay 3
In educational institutions, it is often seen that girls gravitate towards arts subjects, while boys lean towards the sciences. This divergence in subject preference is likely due to various factors, including psychological differences and societal influences. The question remains whether such patterns should be altered to create a more balanced approach to education. This essay will explore the psychological and environmental reasons behind this trend and critically discuss whether it warrants change.
One of the primary reasons for these gender-specific subject choices stems from the different cognitive strengths that boys and girls tend to exhibit. Research suggests that, on average, girls may excel in areas requiring verbal reasoning and emotional intelligence, which often leads them to subjects like literature and history. On the other hand, boys might display a stronger aptitude for spatial awareness and analytical thinking, which draws them towards science and mathematics. For instance, studies show that boys perform better in subjects that require abstract reasoning, while girls are more adept at understanding complex narratives and social dynamics. Although these tendencies are not universal, they do contribute to shaping students' academic preferences. However, this explanation is somewhat oversimplified as it overlooks the individual talents that transcend gender norms, thereby limiting students’ exposure to a broad spectrum of skills.
Although these preferences may appear to align with natural aptitudes, this trend should be challenged, as it reinforces gender stereotypes and perpetuates inequality. By allowing boys to dominate scientific fields and girls to focus on the arts, society is unintentionally limiting both genders’ potential. For instance, the lack of female representation in STEM fields not only narrows career opportunities for women but also deprives these industries of diverse perspectives. Similarly, boys may benefit greatly from engagement in creative and humanistic fields, which can foster emotional intelligence and creativity. Changing these patterns is essential, and this can be achieved by fostering an educational environment that encourages exploration across all disciplines, regardless of gender. For example, initiatives that expose students to non-traditional subjects early on, such as girls engaging in coding and boys exploring literature, could help break down these barriers.
In conclusion, the preference for girls to choose arts subjects and boys to focus on the sciences is influenced by both cognitive tendencies and societal expectations. However, this trend should be addressed to promote a more inclusive educational environment where students are encouraged to pursue their passions and talents without being constrained by gender norms. Such a shift would not only benefit individuals but also enrich society as a whole.
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