The Educational Choice: Single-sex Schools - Term Paper Example

Running Head: SOCIOLOGY OF EDUCATION The Educational Choice: single-sex Schools School Name Abstract Educational choice, a buzzword of today's lawmakers is in the forefront yet again. Educational choice presents itself in the debate of coed versus single-sex educational settings. More specifically, girls progress and make greater gains in single-sex environments. Although, the academic benefits are not much greater, the social and personal gains far outweigh any opposition and truly create the single-sex environment as the school of choice for girls. Introduction Education, the foundation of a society, is often times debated. Curriculum, instruction, best-teaching practices and environment all debated topics that turn the tide of education with each new administration and set of policies. The sixties were the time when a shift towards coeds occurred. It was the time when feminism and other forces compelled many all-girl establishments to close or merge with boys-only schools. The educational system in the United States seemed intent on "homogenizing education" (Ravitch 1996). Girls-only schools were all but eliminated, baring a few exceptions. Coeds were perceived to be the progressive and informed choice. Currently, standards based reform rule the educational field. Equality and better education for all is the new push. American Society is seeing alternatives to the traditional public school system and are bombarded by studies that show alternative environments are the key to reform. Recent trends show that the chapter on the preferred educational environment is not closed, coed public schools are now the fall back instead of the norm. In this search for better schools, the debate for single-sex schools re-emerges. Are single-sex schools truly more beneficial to students in the areas of academics, social development, and psychological development Undecidedly, girls flourish socially and psychologically in an all-girls setting. Academically speaking the jury is still out. Education is a comprehensive curriculum of academics, personal and social development in which the three work comprehensively together. For girls, the answer is clear; homogenous environments have the greater benefits. That is for the girls that are able to attend these schools, because they do not operate with an open door policy. Academic performance in all-girls schools Education is high on the Bush administration's list of priorities. American schools, which once dominated the international educational arena are now falling farther and farther behind. It is no surprise that the areas of mathematics and science, the areas in which the United States scored poorly, is now the focus of policymakers. Science and math are the push. High stakes assessments are being implemented daily in order to improve international standing and essentially the stability of the economic future of the United States. Good news to those who are in an all girls establishment because, "coeducation has a clear negative effect on girls' performance in mathematics (girls in all types of coeducational schools do consistently worse in Junior Certificate mathematics than girls in single-sex schools)," (O'Leary, 2002). Girls perform better in these areas when in a homogeneous environment. This is believed to be due to the greater emphasis that teachers place on male students in a coed setting. Not only do males tend to be more dominant in nature in the classroom, their needs have dominated the classrooms. Best instructional practices demand that teachers modify instruction to fit students' learning needs. Research shows that the instructional needs of boys are far greater than girls, thus resulting in modifications tailored to meet the needs of the male students in most cases. This leaves the girls, for whom modifications were unnecessary, unchallenged by content and unmet in the area of instructional practices (Warrington et al, 2001). Academically, the benefits for girls in an all female setting lie in greater emphasis and achievement in the areas of math and science as well as instructional practices that fit their learning styles. In all other academic areas student make-up had less to do with educational factors than did the competency of teachers, curriculum and schools. Yes, students in all-girl schools had slightly raised averages than their counterparts in coed settings, but is this due to the fact of the school being only female (O'Leary, 2002) The answer is unlikely to be yes. A longitudinal study looking to show the benefits of a single-sex school determined that math was the area of improvement for girls. There was no benefit in the areas of language (Van da gaer et al, 2004). Other studies have shown that there are no conclusive patterns regarding single-sex schools. "Good schools are good schools. Effectiveness cannot be raised merely by segregating the sexes," (qtd. in Warrington et al, 2001). Some students thrive in single-sex environments while others do not perform as well academically. In reality, the school itself makes much of the difference. Personal and Social Development It is undeniable that girls are less dominant than males in the school system. They are less needy academically, mature at faster rates than males, and overall are more easy going in general. Thus it should not come as a shock that research shows that girls thrive in an all female setting in the areas of social development. In mixed company, girls are subject to sexual harassment and the impact of this on their self-confidence stays with them indefinitely. "Single-sex schools offer girls the chance to develop a sense of themselves as leaders, risk-takers and strong individuals; a respite from the bombardment of demeaning or overly sexualized cultural messages; and state-of-the-art learning facilities, especially in the crucial areas of science and technology, where girls continue to lag. They built an arsenal of teaching strategies that capitalize on girls' learning preferences and encourage intellectual daring. As the decade went on, the effectiveness of these techniques was reinforced when independent research confirmed distinct differences in boys' and girls' learning styles." (Guernsey 2004) Short and long-term advantages of an all-girl school are undeniable in the areas of "achievement, self-esteem and leadership qualities" (O'Leary 2002). It is also asserted that students of an all-girl setting flourish in the areas of competence, confidence and connectedness. To be a "successful adult in today's world requires that girls and boys master a complex, ever-growing set of skills" (Guernsey 2004). So, it makes a lot of sense to "give them the psychological and physical space they need in order to do so" (Guernsey 2004). It is claimed that single sex schools encourage gender stereotyping, but such claims never come from women who actually attended the schools. To the contrary, these schools dispel gender stereotypes by giving pupils a chance to do everything and be everything, from being the editor of the paper to taking administrative positions within the academy, a rare find for girls to hold positions of authority in schools. Traditional coed settings would not afford many girls these opportunities (Guernsey 2004). Another reason supporting single-sex schooling is that it takes away the anxiety of how pupils look, which aids in concentration. Interestingly it was found that "girls have less confidence and more negative views of their appearance than boys, irrespective of the kind of school they attend" (Ravitch 1996). Psychological and Emotional Factors Girls prefer collaboration to competition when solving problems. Taking this into account, modern girls-only schools keep the classes small, which allows for plenty of speaking time. This also fulfils the female's need for staying emotionally connected. For example, girls pair up to study math. In the science classroom they form groups around tables "for hands-on experiments, which research has shown, play a large part in helping girls to learn science. (Ravitch 1996)" The world moves quite fast nowadays and children are under pressure to grow up too soon. In this situation single-sex schools allow girls to be themselves a little while longer. What girls' schools offer best is the passage of time when a "teenage girl can focus entirely on herself - her dreams and aspirations, her emerging sense of who she is" (Ravitch 1996). Though, academically the conditions may be the same in coed schools, it is also believed that "the mere presence of boys has a repressive effect" (Ravitch 1996). Girls find it easier to speak up in class when boys are not around. Advantages that carry less weight are also evident. For instance, girls take less time to dress up for a girls' school as opposed to an hour for a coed school. "This suggests that feeling integrated in the school community does function as a buffer against the stress-inducing processes of a coeducational environment. A segregated schooling environment, then, might be socially more desirable and beneficial for girls because of the fact that by virtue of a presumably higher level of cohesiveness, it provides better opportunities for meeting their need for group acceptance." (Brutsaert & Van houtte 2004). In single-sex environments, girls are given the opportunity to grow and develop without the competition and emotional factors that come with mixed company. Selectiveness of Private Schools The benefits of a girls-only school are obvious. Although few are academic, the social and emotional benefits combined with academics make this choice clear. Yet, is it really a choice for all, and are these results truly valid Girls-only schools are more selective in their admission of students, which "results in a different social-class and academic-ability profile in the two types of school. Single-sex schools tend to take in students who are academically brighter and from the higher social classes," (O'Leary, 2002). Girls from lower class families are excluded. Generally, accepted is the higher the social class, the higher the education. Girls from higher social classes clearly have the advantage as their parents generally have a greater education and the means with which to provide greater academic opportunities for their daughters. Therefore, arguments of a bias result can be validated. Girls do better in this environment because of the social and economic affluence attached to these establishments. Conclusion Undeniably, girls in single-sex educational settings thrive. Academically, there are advantages in the areas of mathematics and science, which is a plus in today's educational forum. Teaching styles and strategies are better able to match the students in an all-girl facility due to the lack of hindrance by male students with greater needs for modifications to instruction. Socially and emotionally girls are given the chance to become to grow and develop them without being under the negative influences of mixed company. Without the competition from boys, girls are given the opportunities to lead and dominate in generally male only areas. Clearly a homogeneous setting for girls' education is the choice to make. Yet in reality, few are given that choice. For now, it is a choice given to the daughters of the affluent; they alone will reap the benefits of this educational setting. References: Brutsaert, H & Van hutte, M. (November 2004). Gender context of schooling and levels of stress among early adolescent pupils. Education and Urban Society. Vol.37, No.1. Guernsey, D. (January 2004)Single-sex schools let's hear it for the girls.(Miss Porter's School).Town & Country158.5284:108(6). O'Leary, R.(November 2002). Comparing coeducation and single-sex schooling: the gender composition of a school is one if its distinguishing features. Most schools in the United Kingdom are now coeducational--boys and girls study together. But does educating boys and girls together make a difference to their performance and personal developmentSociology Review12.2:26(3) Ravitch, D. (November 1996).Stereotype bashing.(single-sex schools) Forbes158.n12:203(1). Van de gaer et. al. (July 2004). Effects of single-sex versus co-educational classes and schools on gender differences in progress in language and mathematics achievement. British Journal of Sociology of Education. Vol.25, No.3. Warrington, M. and Michael Younger. (2001). Single-sex Classes and Equal Opportunities for Girls and Boys: perspectives through time from a mixed comprehensive school in England. Oxford Review of Education. Vol. 27, No. 3. Read More