PUTAJ – Humanities and Social Sciences Vol. 21, No.2, 2014 (December) 41 The Interplay between Gender and Student Classroom Participation: A Case Study of University Of Swat Farooq Nawaz Khan, Syed Munir Ahmad and Nasir Ahmad Abstract A number of research studies have found differences between male and female students’ classroom participation. Some researchers link these differences to students’ gender, asserting that female students’ low participation is the result of male students’ active classroom participation. The purpose of this qualitative case study was to explore differences between students’ gender and their classroom participation and to investigate the ways through which students gender manifest itself in disadvantaging other students. Four students – both male and female – were interviewed using a semi-structured interview schedule; two classroom observations were conducted, having different classroom gender compositions. Apart from the students two teachers of the observed classes were also interviewed, for gaining a better understanding of the differences between male and female students’ classroom participation and the reasons that disadvantage a specific gender. Findings suggest and confirm that university climate presents less friendly environment to female students. Keywords: Classroom, Psychology, Pakhtun society Introduction Researching gender and patterns of interaction and participation of male and female students in classroom has remained the key focus of researchers, for bringing equality and parity in education at all levels. Some researchers are of the belief that gender specific classroom composition is one of the reasons of students’ differential classroom participation. Krunpic (1985), cited by Gail (2003:53), found that ‘male students [dominated] classroom discussions,’ particularly in classes with male instructors and a majority of male students’ population. Cornelius et al. (1990) came up with and supported similar findings. These research findings suggest that female students may be more affected by the university classroom environment and participation, such as class composition and size, than male students. Students’ gender has also been one of the factors that affect female students’ classroom participation. For example Coates (2004:196) asserts that “Female students’ and male students’ classroom participation is not equal, especially the male students are more likely to dominate”. Similarly Graddol and Swann (1989) found that ‘boys contribute double of the classroom talk than girls’. In the context of language classroom, Holmes (1996:200) noted that female language learners are not getting their fair share of the talking time and the equal opportunities for monitored practice to male learners.” This shows that social and cultural practices have a pervading influence and impact on people’s mindset, which when enacted in classroom activities put female students at a disadvantage and results their low classroom participation. Female students may feel depressed and scared in presence of male students and their confidence level is affected by their macho behavior.