This can then lead to an unconscious bias of the teacher toward the apparent predispositions of boys in math and science and of girls in languages and the arts. It is through this kind of bias that students get less encouragement and support, hence a hampered self-esteem and interest in various subjects. Other classroom interactions also show gender biases in the fact that boys are given more attention and can express their views freely whereas girls are mostly interrupted and encouraged to remain as passive learners. Teaching materials; for example, textbooks, can perpetuate stereotypes as male figures are depicted as often occurring in active roles of authority whereas females are depicted in passive domestic roles. The outcomes of learning experiences can be greatly impacted by gender bias. For instance, boys may be put off from studying courses in the arts or humanities, and so their school experience is whittled down. On the other hand, a girl may feel uncomfortable taking STEM courses, which ultimately limits her employment opportunities. It can as well result in a difference in academic achievement, in that boys and girls end up performing below their utmost potential due to unequal opportunities as well as support. The bias limits the range of skills and abilities that are acquired during the tender formative years and also reinforcing gender stereotypes that work against individual goals and self-esteem to the detriment of bigger social differences.