Aldhafeeri University Men And Women Abstract This Research I

Aldhafeeri 1university Men And Womenabstractthis Research Is Aimed At

This research is aimed at comparing similarities between men and women in universities. It will focus on the similarities and differences in trends, activities they take part in among other things. Some students take up part-time jobs and start early investments. Some choose to study first then work later on; it all depends on one’s own capabilities. Working part-time does not affect grades though if one has planned out their timetable well.

There is also the case of culture clash when students join universities. There is also exposure to other new things, both good and bad though many students end up going in the negative direction though there are the few who take up the right path and make good choices that affect their futures positively. In most if not all universities, since time immemorial, men have dominated fields such as engineering, law, and medicine. These have been thought to be courses for the masculine gender not the feminine. Though as the years have passed by, there has been a recorded increase in the number of women in law faculties mostly.

Women have taken charge and are now entering what was usually called the masculine field and are surprisingly doing better than their male counterparts. It has also been reported that there is constant gender discrimination against females who pursue these male-dominated courses and programs. In fact, according to Benokraitis (1998), gender discrimination increases as one goes higher in the educational hierarchy. Women are said to be tender and timid and, according to Farley (1996), they were denied admission to the Illinois bar after being declared unfit for the rude world of law practice. Mainly, this is because women have not been accorded the same status and power as men.

Most university students indulge in drug and substance abuse mainly due to peer influence from friends and other peers of the same age group. Drugs are in many forms; orally consumed, absorbed through the nasal cavity, injected into the body using syringes, or applied on the skin and absorbed. Males are mainly found indulging in drug-related activities. Drug peddling is common especially among male students in search of money. Females are not directly involved, though they are usually involved in trafficking them over long distances since they have more places to hide the drugs on, in, or around their bodies compared to males.

Males also involve themselves in drugs due to pressure from their female counterparts. It is somewhat psychological that women are able to coerce men into doing something compared to same-sex coercion. From previous research conducted in the past, there has been an increase in the number of homosexuals, both male and female, most being in universities. Research also concludes that drug abuse is rampant among homosexuals. Additionally, there is a widespread spread of sexually transmitted diseases, especially among male homosexuals.

Most of these homosexuals engage in drug abuse since homosexuality by itself is not a natural sexual act. Some start because of peer pressure, experimentation, and before they know it, they are indulged too deep to come out of it. Some even change their sexual orientation from being straight to homosexual or bisexual in search of money through prostitution. This leads them to depression, and they turn to drugs and substance abuse to forget their misery. Mental health of students has become an important topic, especially when students are in their first year, as they are vulnerable to testing, adjusting, and establishing new psychological identities.

Psychological distress is prevalent among students mainly due to increased anxiety, depression, and factors associated with academic and social outcomes later on. This happens because there is a transition from high school to university, which differs significantly from past experiences. Studies conclude that women are mainly affected by psychological distress compared to men. Girls and women, after adolescence, encounter more stressful life events than males. In universities, men are mostly working part-time compared to women.

This is because men feel they need extra money to supplement their allowances from parents or guardians. Furthermore, most men feel they need money constantly to go out and socialize with friends. Another reason for men to work part-time is to demonstrate their ability to provide, especially as they approach the age of seeking partners. This is a shared sentiment, as both men and women often seek to find partners during university years. Since men are traditionally viewed as breadwinners, taking up side jobs while studying helps them prove their capability.

When students take up part-time jobs, effective time management is crucial; balancing work and studies can be challenging, especially during exam periods. It is also notable that female students mostly live within or near campus, as they feel more secure in guarded premises. Male students tend to live outside campus due to restrictions imposed by university rules. Sometimes, students without prior exposure to independence misuse their freedom, engaging in drugs and partying, which may lead to missing classes or abandoning studies altogether. It is essential to educate young men and women before university about the challenges they will face and how to handle them to prevent failure in life. Universities are pivotal environments where naive youths’ minds open up, allowing new perspectives and broader thinking.

University life resembles civilian life, where rights and freedoms are more pronounced compared to high school. This period allows young entrepreneurs to explore different business fields, fostering creativity and broader societal understanding. They recognize societal problems and brainstorm solutions. Notably, many students, as they acquire national identity cards and become eligible to vote, recognize that during Election Day, many shops are closed, leading them to set up temporary businesses such as selling food and drinks to voters in queues.

Men and women in university also tend to be involved in politics. Many current politicians began their careers in student politics. For example, in Kenya, student campaigns reflect the political landscape, with promises made to peers similar to those made by politicians to the public. Behavior patterns differ in class settings; male students tend to speak more in male-dominated classes, while female students are more vocal in female-dominated classes. This indicates that same-gender role models can enhance student performance, although both genders tend to pass equally.

Class environment significantly influences student development. Classes dominated by one gender—often males—can result in gender-based disrespect, lowering the confidence of female students. Female students and professionals often exhibit lower self-esteem than males, risking future reluctance to speak or participate actively in discussions. Female students tend to be shy, leading lecturers to avoid direct questioning to prevent discomfort, but this can inadvertently cause disinterest and withdrawal from class participation. Group dynamics reveal that women’s groups tend to participate equally, with democratic participation, whereas men’s groups often feature competitive, contest-like interactions, with uneven participation.

Such gendered behaviors and class dynamics can hinder individual growth and limit opportunities. Addressing these issues requires intentional strategies to foster inclusive participation and boost self-esteem among female students. Programs aimed at improving social skills, self-confidence, and coping mechanisms for psychological distress are essential. Additionally, university policies should focus on regulating drug use within campus premises, promoting equality in access to education, and ensuring support systems for students facing mental health challenges.

Paper For Above instruction

University life presents a unique environment where gender dynamics, behavioral trends, and academic pursuits intertwine, reflecting broader societal patterns. The comparison of men and women within academic institutions reveals both convergence and divergence in various aspects, influenced by cultural, psychological, and structural factors. This paper explores these dimensions comprehensively, highlighting the similarities and differences in gender roles, participation, challenges, and opportunities within universities, with scholarly references and analysis.

One significant area of comparison is the participation of men and women in academic fields. Traditionally, men dominated courses such as engineering, law, and medicine, seen historically as male-centric due to societal norms (Benokraitis, 1998). However, over recent decades, there has been a notable increase in female enrollment in these fields, particularly law and medicine, indicating shifting gender roles and aspirations (Farley, 1996). Despite this progress, women face gender discrimination, especially as they ascend higher in their careers or academic hierarchy. For instance, Farley (1996) describes how women wanting to enter the legal profession are still subject to biases, stereotypes, and exclusionary practices, reflecting persistent patriarchal influences.

This gender disparity extends beyond academic participation to behavioral patterns such as drug abuse and peer influence. Research indicates that male students are more involved in drug-related activities, including peddling and consumption, often motivated by peer pressure or economic necessity (Hammes & Haller, 1983). In contrast, females tend to be involved indirectly through trafficking or as couriers, exploiting their ability to conceal drugs. These behaviors are often intertwined with social issues such as homosexual tendencies, which have seen an increase in university environments, contributing to the spread of sexually transmitted diseases (WHO, 1998). Such issues reflect underlying societal stigmas, psychological struggles, and the influence of peer groups, highlighting critical areas for intervention and support.

Psychological health constitutes another vital comparison. Studies reveal that female students are more susceptible to stress, anxiety, and depression, especially during transition phases like enrolling in university (Dermen, 2004). This vulnerability is linked to societal expectations, academic pressures, and gender-based stereotypes. Men, on the other hand, often resort to part-time work to demonstrate financial independence or societal masculinity norms, aligning with traditional roles of the male as provider (Hammes & Haller, 1983). Such employment impacts their academic engagement but also fosters skills related to responsibility and financial management.

The living arrangements of students also reflect gender preferences and perceptions of safety. Female students predominantly choose accommodation within campus boundaries for security reasons, while males prefer external residences, citing restrictions as barriers to their independence. This difference influences social interactions, personal development, and exposure to campus life. Furthermore, behavioral patterns such as partying, drug use, and engagement in business ventures are often gendered, with women more cautious and men more inclined toward risk-taking activities. These behaviors, coupled with class participation strategies, reveal deeper insights into gender-based socialization and confidence levels.

Class environment and gender composition influence participation and performance. Research demonstrates that same-gender role models, such as female lecturers for women or male lecturers for men, can enhance engagement and confidence, although both genders tend to perform equally in mixed environments (Benokraitis, 1994). Conversely, gender-based disrespect or marginalization can lower self-esteem among female students, affecting their academic and future professional prospects (Farley, 1996). Such dynamics underline the importance of fostering inclusive classroom climates that promote gender equity and psychological well-being.

Group interactions further exemplify gender differences. Women often participate in participatory and democratic group styles, while men tend to adopt competitive and contest-based approaches. These patterns may influence leadership development, communication skills, and social confidence (Benokraitis, 1998). Addressing these disparities involves implementing programs that encourage equal participation, self-confidence, and resilience among all students.

In conclusion, university environments encapsulate a microcosm of societal gender issues, with evolving roles, persistent biases, and behavioral challenges. Addressing these issues necessitates comprehensive strategies, including policy reforms, mental health support, gender-sensitive curricula, and awareness campaigns. Promoting gender equality, supporting students' psychological health, and regulating risky behaviors such as drug abuse are essential steps toward fostering a safe, inclusive, and empowering educational environment that prepares students for successful future endeavors.

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