This thesis examines who gets heard in the social science classroom. It uses a non-participant observation method to see if the total amount of speech time and answer frequency is distributed in an equal way between the two sexes. The Swedish curriculum demands that the education being taught in Swedish schools should promote gender equality and that the education itself should be taught in an equal way. From a sociocultural perspective the thesis analyses what kind of consequences an unequal distribution of speech time can lead to. The thesis concludes that boys are overrepresented in both speech time and in answer frequency. The results of the observations strengthen the hypotheses that boys take up two thirds of the total amount of speech time in the classroom. It also finds tendencies of girls showing more willingness to answer open questions then closed questions. The thesis also argues from a sociocultural perspective that the relatively passive role that girls take during lectures can result in lack of knowledge acquisition. Using language and communicating is fundamental to learn mediating intellectual tools and to maximize learning in the development zone.