How Debating Gives Girls the Skills, Knowledge, and Confidence to Succeed

Debate
Written By Camille Goodman

We live in times where the gap between politicians and the people is ever narrowing. As Brexit dominated the news, our screens seemed to be filled with never-ending footage of parliamentary debates, journalists giving their opinions on the latest problem impeding progress, and interviews with the leaders of major political parties. This direct access to the conversations shaping our society has drastically altered the way we interact with and talk about current affairs; now everyone seems to have an opinion about how best to solve the major national and international issues that affect British society. Similarly, the debates held in order to elect the Democratic candidate for the presidential elections over the pond captured much media attention. These debates were of crucial importance in predicting an eventual winner. Debates between parties play a pivotal role in shaping the political landscape, but it is evident that the speaking abilities of individual politicians are also of utmost importance to their reputation - criticism of Boris Johnson and Donald Trump has often centred on their verbal missteps or bumbling public appearances. The way one speaks and argues is undoubtedly considered a reflection of their intelligence and aptitude.

It is no surprise then that an increasing number of young people are participating in debate and public speaking competitions in the hopes of fostering confidence and gaining the resources needed in an increasingly competitive educational environment. When I was fifteen, the school I attended announced it was putting together a Model United Nations team. Slightly unsure of what exactly ‘MUN’ was, but intrigued by my teacher’s announcement, I went along to the first meeting and was immediately captivated by the atmosphere. I watched as my fellow students debated key geopolitical issues with bravado, able to point out logical inconsistencies in their opponents’ arguments. At MUN, participants take on the roles of national ambassadors or representatives to debate and find solutions to global issues. My first time taking the floor was nerve-wracking; I remember having to put my hands behind my backs so no-one would see them shaking, but the adrenaline rush from completing a speech I had put time and care into was incomparable. I continued public speaking and MUN throughout my school years and time at university, and found it has shaped the way I approach my academic work.

Crucially, whilst public speaking is helpful to all young people, it is of particular benefit to young girls, who often find it difficult to assert themselves vocally. A report shows how boys talk nine times more than girls in the classroom, and this subtle reinforcement of male significance early in life has repercussions that continue to affect women in the workplace, as they struggle to maintain authority on an equal pegging with their male peers.[1] By choosing to take part in debating and public speaking initiatives from a young age, girls can gain invaluable experience that will serve them in good stead for the rest of their lives.

Debate Classes

Debate Courses Hosted by UK National Debate Team Coaches

Our team of Oxbridge debaters and National Team coaches host debate classes and courses throughout the school term. Find Out More!

Key Benefits

Skills

At the heart of any good debater is the ability to construct a strong, coherent argument - one that holds up against attack. Thus, critical thinking skills are constantly developed. Instead of making appeals to emotion, a winning debater must draw on logic and reason in order to convince the judges. Indeed, this skill has clear parallels with those utilised in academia. In an essay, one must develop a central thesis, support this thesis with convincing evidence, and be well-poised to defend it against counter-arguments - as is exactly the case in debates. For students planning to apply to Oxbridge, the biggest hurdle is the dreaded interview, or interviews, which mimic the tutorial system that is the cornerstone of Oxbridge’s pedagogy and is widely considered to be what makes these two universities world-class. Faced with an expert in their field, Oxford and Cambridge students spend an hour or so every week discussing and defending a particular essay topic, and tutors rarely let students get away with gaps in knowledge or weak arguments! The structure of debate provides a way for students to learn to do exactly what is tested in the tutorial system; create an argument that stands up under scrutiny.

Debate Courses

Another skill debating nurtures is that of empathy. Aristotle once said, ‘It is the mark of an educated mind to entertain a thought without accepting it’, and this is often the task of debaters who argue for a certain proposition, and are then subsequently told to adopt the opposite view. By learning to inhabit a worldview that may be different from their own, debaters are granted dexterity of mind. Our world is becoming increasingly polarised along political and philosophical lines, as people retreat into ‘echo chambers’, only surrounding themselves with people who mimic their own opinions. In contrast, debate encourages free speech since the central tenet of the practice is for both sides of the argument to be heard. In this way, children taking part in competitions often report increased cultural understanding. A member of the England team that won the World Schools Debating Championship in 2016 remarked that “It makes you more aware of your national assumptions…For example, that there is a national health service. But you can’t rely on this with an international audience. Also, you are aware that when talking about other countries, there will be individuals from those places in the audience. It makes you think about using more nuanced examples – I remember thinking this during the semi-final, when I used the Israel-Palestine conflict as an example, and seeing some members of the Israel team in the audience.”[2]

Knowledge

This brings us to another important element of debate - it acts as a source of knowledge that often extends past, or even transcends, the traditional curriculum. As a MUN delegate for countries as far-ranging as America, the Netherlands, and China, I became very well-acquainted with the nuances in different countries’ political, economic, and social policies, as well as how said countries interacted with other countries across the world. Debate presents an exciting way for students to keep up to date with current affairs - instead of just reading passively, they can engage with the material they are consuming. Debates and speeches about thorny moral issues also allow future philosophy and theology students to hone their thinking and can provide fodder for future personal statements or university interviews. Speeches do not spring fully-formed on the paper however, and the ability to undertake well-considered research is an essential component of public speaking. Therefore, science students who may shy away from academic writing because its ‘not for them’, can find success in debating as it favours clear and concise language that anyone can articulate. One key resource is The Oxford Union. The Union is one of the world’s oldest and most famous debating societies. Every Thursday in term-time they host debates between world leaders on key issues and students are encouraged to debate alongside them - their YouTube page contains a plethora of past debates covering a range of interesting topics.[3]

Confidence

Numerous academic studies pinpoint how girls’ confidence plummets as they enter puberty. They start hesitating more in class, scared of answering questions for fear of getting problems wrong, or find it difficult to defend themselves in the face of criticism or friendship troubles; this phenomenon is called ‘losing their voice’.[4] This reluctance to speak up is perpetuated in later life, as a string of disheartening statistics show women are failing to achieve leadership positions. In 2018, less than 25% of CEOs in the UK were women, whilst just over a third held seats in the House of Commons.[5] While undoubtedly these figures are largely the result of institutional sexism and a history of companies and government bodies denying women access to positions of authority, it is also partly due to the hesitance of girls and women to assert themselves. Studies have shown how close to 60% of men entering the workplace after university negotiate their first salaries, while less than 10% of women do the same.[6] Debating and public speaking cultivate the confidence and conviction one needs in order to negotiate salary rises and job promotions. Even at university, positions in student government required me to run a campaign and make speeches. The confidence I gained from numerous MUN conferences across the world, speaking in front of hundreds of students, stood me in fantastic stead for the subsequent positions of responsibility I held at university. Debate allows girls to become accustomed to criticism and gives them the resilience needed to face environments that may be intimidating with confidence and assuredness.

Participating in debate and public speaking competitions provides young girls with the critical thinking and research skills needed to succeed in top universities and workplaces, vastly increases their knowledge about the outside world, but most importantly endows them with the confidence and resilience needed to be successful women.

By Feyi (History and French, University of Oxford)

Looking For Debate Coaching?

We offer Debate for Girls and mixed weekly classes and holiday courses. Designed and hosted by a team including England National Debate team coaches, a subject expert on the BBC debate show “Big Questions” and former National and International Debate Competition winners. Find out more by visiting our Debate Hub.

Camille Goodman
Previous

STEM: The Gender Statistics - Have Things Changed?
Next

Forgotten Female Poets: Hester Pulter