The differences in perceptions can affect various aspects of education in both men and women. If I am having a problem with a course I will go to my professors office hours. During my visit, if I feel that the professor is not attentive to my problems I will become discouraged. Then, if I leave the office after getting help, still feeling perplexed about the subject; the help I received will not be very helpful. Learning experiences, educational and professional goals, and personal confidence levels can all negatively influenced OOC communication when the communication climate is dissenting (Nadler and Nadler, 2001). When the situation is perceived positively by students and faculty, OOC contact with professors can also have positive influence on educational aspirations and academic performance (Nadler and Nadler, 2001).
Nadler and Nadler (2001) look to explore the differences in the way that males and females approach and communicate in OOC settings. Nadler and Nadler's (2001) research shows that student gender does affect OOC communication with faculty. Both genders feel more comfortable with same-sex faculty interactions in OOC, but males tend to engage in more OOC because it is more accessible to them (Nadler and Nadler, 2001). The relation to interpersonal communication through the idea of gendered communication is that women will view disclosure as an important way to build bonds to solve problems between people when men will communicate only to solve a problem (Wood, 2002). This discontinuity between the sexes could cause a problem if I go to a male professor with a problem with in a course. I could be stressed out by external factors that I need the professor to understand before I can feel that he will comprehend where I am coming from. My need to disclose could be seen as a problem to the male professor because of my perceptions that the male faculty's time is more valued because they are seen as being busier than female faculty (Nadler and Nadler, 2001).