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Gender imbalance of both faculty and students in Stanford's academic departments is particularly pronounced in disciplines that attract fewer female students. Women students frequently feel alone or disproportionately under represented in the sciences, engineering, mathematics, and the professional schools. Such situations can present special difficulties for women, causing us to feel out-numbered and self-conscious -- reluctant to ask questions or make comments. Women in mostly male fields are also more likely to experience a wide range of sexist behavior, from gender-insensitive classroom comments to unsolicited touching and other forms of sexual harassment. Some of us may be reluctant to come forward with complaints because we desire to achieve "on our own" in order to feel proud of our accomplishments. We may view participating in an academic support group as "special treatment" -- an acknowledgment of our inability to succeed on the same terms as men. But women in mostly male fields do face unique problems; acknowledging those difficulties does not render our successes any less valuable. Discussing these external pressures allows us to move toward balancing the scale. For women in situations where the classroom ratio of men to women is 7:1, seeking out support from peers, faculty, and staff is simply a way of obtaining for ourselves the same support that men receive in the classroom, the lab, and the advisor's office. As women, we need to compare our experiences and support each other, for often personal inadequacy felt by individual women actually is the result of unintentionally biased attitudes among peers or advisors. Faculty and staff role models and student support groups can provide women students with guidance and remind us that we can succeed in any field -- despite the discouraging messages we may receive. Role models consistently remind us that women can and do succeed in every department of this university! Excerpt: " A Woman's Guide to Stanford," Ninth Edition
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