When Excellence Is Penalized: A Woman’s Perspective from the Classroom
Being a woman balancing the requirements of postsecondary education—motherhood, work, and all-in commitment towards excellence—academic success is never by coincidence. What I submit in paper and bring in class work is the fruit of intentional effort, grit, and the standard I hold for myself, not just in the pursuit of grades, but as legacy to my daughters. If I do it well, it’s never by coincidence; it’s because it’s the product of grit and motivation.
That’s why it was especially discouraging when I got back a recent piece of commentary from one professor. Even after submitting what I knew to be another well-argued and meticulously written paper, I received this response back from my male professor:
“I took 3 points off. No more perfect scores! Seriously, this is a third exceptional piece of work.”
It can look superficially as if it were light or perhaps even gracious. But read closely, and there’s something strange underneath. He praised the paper as “exceptional,” but graded it–not for failing to be rubric-compliant, but simply in order not to offer another perfect score. Not because there was some flaw in the work, but because, as he related it, “no more perfect scores.”
The Subtle Undercurrent
This kind of feedback sends a message far louder than the comment itself: You’ve exceeded expectations too often—it’s time to be reined in.
For women—especially in traditionally male-dominated academic or professional settings—this experience is not unfamiliar. Excellence is often accepted, but not always celebrated. And when it’s consistent, it can be perceived as disruptive, even threatening.
The comment left me contemplating deeper questions:
- Why is sustained excellence sometimes met with resistance rather than recognition?
- Why would someone in a position of authority feel justified in diminishing a student’s earned achievement—framing it as a joke or harmless correction?
- Would a male student who had delivered the same level of work have received the same response—or would he have been praised as a rising star?
A Broader Issue
This is about more than one professor or one grade. It speaks to the culture of academia—and beyond—that too often sends conflicting messages to those striving for excellence, especially women.
- Consistency is not arrogance. It’s the hallmark of commitment and integrity. Showing up, week after week, with your best work should never be met with skepticism.
- Feedback must be formative, not performative. Constructive criticism should sharpen, not suppress. Arbitrary point deductions to create a sense of “balance” undermine both the student and the system.
- Subtle gender bias still persists. When women perform at high levels, they are frequently labeled as “overachievers,” “intense,” or “too much.” Meanwhile, men in similar positions are praised as “brilliant,” “strategic,” or “natural leaders.” This double standard remains deeply embedded in how success is interpreted.
A Word to Educators
To the professors and instructors shaping tomorrow’s thinkers: if you have the privilege of teaching a student who consistently strives for excellence, honor that effort. Yes, challenge them. Offer feedback that stretches their thinking and sharpens their skills. But never penalize them for meeting—and exceeding—the expectations you set.
Especially when that student is a woman pushing against barriers that many never see.
To My Fellow High-Achievers
If your work has ever been dismissed, downplayed, or subtly punished for being “too good,” know this: you are not alone. Your effort, your brilliance, and your resilience matter. Keep showing up. Keep excelling.
Because your excellence does not need to be apologized for. It deserves to be recognized.