Many studies have concluded that there is a strong relationship between implicit biases in the classroom such as gender bias and the underrepresentation of women entering in STEM fields. Studies have found that educators devote up to two thirds of their time speaking to male students and they also are more likely to interrupt girls but permit boys to speak over them. Teachers also lean to acknowledge girls but commend and encourage boys. They expend more time provoking boys to strive for deeper answers while compensating girls for being quiet (Tshumy, 1995, p. 58). Boys are also more habitually summoned to the front of the class for illustrations (Jones, & Wheatley, 1989, p. 539). When educators pose queries, they aim their regard towards boys
