Single sex education - Research Paper Example

Single Sex Education This paper discusses the impact of single sex education in the United s of America. Moreover, it analysis the advantages and disadvantages of single sex education with more emphasis being based on the boy-only schools and the girl- only schools in the United States and world as a whole. I. Single-Sex Schools Single sex education that is also known as gender schooling entails conducting education where the male and female attended school separately in classes, buildings or schools. This practice emerged in the nineteenth century especially in secondary and higher education. Apparently, single sex education is advocated in most of the culture with regard to tradition and religion as a practice witnessed in various parts of the world. Numerous studies have shown that single-sex schools or single- sex classes have greatly influenced the participation of students both quantitatively and qualitatively. In essence, there is increased student performance, and general educational performance. Of importance to note is that, most of these schools have boarding facilities where the students are confided for a specific period of time (Bracey, 2007). The debate concerning single –sex education, has been ongoing for a long period although there has not been enough research to guide educators, and policy makers on the matter. For instance, until the nineteenth century, education in the United States of America was a single sex affair. In fact, boys attended school while the girls followed later to merge. This meant that the presence of girls in the already existing school would have a great impact on tempering to rough behavior of the boys. However, that same behavior is what would later lead to the separation of classrooms during the learning process after it was confirmed that it was not easy for learning to take place when both genders were put together (Brueningsen & Benedict, 2013). This debate brought with it four camps that were used to expound more on the unproven single –sex teaching. The first camp comprised of those who believed that coeducation was the best. Groups such as AAUW and the Feminist Majority Foundation, over and above, other individual researchers argued that if girls were not comfortable in the coeducation system, then it was only practical to reform it. Upon reviewing the research, they can up with a conclusion that the qualities of single sex classes that tended to go high were those that would be found in any classroom that was efficient. The second camp was for the opinion that coeducation was the best education system. However, the system ideals were not realistic and the only workable substitute was the use of single sex classes. On importance to note is that, this camp was more concerned with the gender equity, and argued that the girls did not receive it in coeducation settings. The group further argued that the use of single sex classes increased the enrollment of girls in mathematics and science, as well as, increasing the achievements in the classes (Williams, 2010). Another camp was for the opinion that separate school are meant for specific groups of people; that group with students who were at risk of certain hostile atmosphere or particular setting could be able to handle the situation in an excellent way. a). Advantages of Single sex schools The ordinary observation that is present is that girls are known to excel more in languages, arts and social sciences while the boys perform better in mathematics, and sciences. These differences in excellence in the specific field are given in reference to the difference in the development of brain between boys and girls. Hence, single sex school plays a major role in assisting both female and male to separately excel in their strong points (Brutsaert, 2006). Moreover, girls from single – gender schools tend to excel better in sports activities as boys tend to excel more in arts and dramatics especially when it is done in an environment that is free from the ridicule of the opposite gender. Essentially, the single sex school appoints a teaching faculty that is in line with the students. Through this, there is enhanced level of comfort and increased interaction between the teaching staffs, and the students. These schools help young students search for careers that are beyond the gender specific stereotypical professions. It is through this exposure that the students are in a position to freely choose their dream without being accused of genetic biasness. Besides, there are certain soft skills and leadership skills which are automatically associated with female students only. Thus, the skills are best learnt in single gender schools. Never the less, such skills are fit for both genders in single sex education systems (Deevia & Nalini, 2011). Needless to mention is that single gender schools permit a substantial amount of privacy and confidentiality that is necessarily for students especially when they begin to mature up. It is also easier for students to cope with the pressure of studies, if classes are specifically made to suit their gender. b). Disadvantages of Single Sex Schools The issue of maturity does not work well in single sex school as most of the student mature when in high schools. During the maturity period female students tend to be more attracted to the opposite sex, a situation that demands that they interact with them. However, several studies have shown that students in the single sex schools tend to be more aggressive and ignorant to the opposite sex a situation that makes them poor social performers (State Legislatures 2007). The education systems in the single sex schools contradict the possibility of having a flow of ideas and studying techniques between the two genders. This is mostly demonstrated in higher education institutions where the students who have been in single sex schools are uncomfortable studying in groups that have both genders. Essentially, either side suffers from personal discomfort of free interaction. Hence, single sex schools do not assist the student with preparation for real life. In addition, such schools do not encourage health academic competition between both genders. Such situations lead students to stress especially when they join higher institutions that have both gender and may be intimated by the level of academic competition present. It is evident that single sex schools play a major role in creating a gender disparity in students mind from their early mind (Deevia & Nalini, 2011). II. Boy-Only and Girl-Only Schools Boy –only and girl schools are institutions that are specifically built to cater for specific genders from scratch in terms of education. Through the ages, boys only and girl only schools have continually increased with regard to the interest of many parents. a). Advantages of these schools Teaching style This is one of the biggest advantages for a student attending a boy –only school or a girl-only school. Either of the school has a curriculum that is designed for the specific gender. Essentially, boys tend to learn differently than girls do. For instance, boys are said to be more rigid that girls when it comes to switching from one subject to another. Moreover, the brains of the boys have less serotonin meaning that they cannot be able to sit for a long period of time (Malacova, 2007). On the other hand, the feminist movement has continuously brought to light the special educational needs for girls, hence increasingly advocating for boy –only and girl only schools. Thus, the teaching and learning environment on either school is set for the specific gender. Better Grades In all boys or all girls’ school, academic performance is expected to improve. A research conducted in the recent past indicated that boys and girls perform significantly better especially on the test that are standardized when they attend all boys’ or all girls schools (Williams, 2010). Increasing confidence and sensitivity Boy- only schools and girl –only schools contribute to an increased confidence and sensitivity. Both girls and boys lean towards developing more self-reliance when they attend an all boys or girls school. For instance, the feeling of rejection or inferiority on girls has enabled the boys to have confident hence performing better in their academic life. The absence of girls in the lives of the boys in education settings makes them more sensitive students especially when they begin to develop masculinity. Freedom of education Certainly, the boy –only and girl only schools are the best institutions for students to explore whatever interests them. Their talented minds work better in separate education settings. Researches show that students in all boys’ schools or all girls’ school tend to enjoy learning in these schools as compared to co-ed schools. b). Disadvantages of these schools Poor Socialization Skills Students from both all boys’ schools and all girls’ schools lack the daily interaction with the opposite gender that is an experience in the traditional classroom environments. In fact, these schools are not the best education settings for preparing students for the real world. This delay towards gender interactions has challenges in the future between the sexes (Saeeda & Catherine, 2009). Incorrect learning styles Learning in all boys and all girls may at time be confusing especially when the teachers embark on taking the students through gender education a situation that may not be effective for students who are not strictly confided in the learning. Gender misunderstanding It is certain to have numerous misunderstanding that emanate from both genders in the education system. Apparently, the concept of boy-only school and girl-only school has the implication that either of the gender posses as a distraction to the other (Warrington & Younger, 2003). For instance, male students in boy –only school may grow up with a negative attitude to extent of having trouble understanding the opposite sex. In fact, a study conducted recently shows that such kind of people experience high rates of separation and divorce (State Legislatures 2007). Reinforced Gender Stereotypes The boys’ schools and the girls’ schools are rated among those institutions that are known to have the teachers reinforcing gender stereotypes through learning or other activities that revolve around gender performance. III. Comparing between the Two Types of Schools Of importance to note is that both schools have numerous common issues at hand Self Reliance Students from all boys and all girls’ school are taught to be self reliant from day one to their entire life, a character that gradually leads to self dependence, self confidence an ingredient that reduces the burden of parenthood in a large extent. Encourages Individuality On many occasions parents are not able to appreciate most of the activities that are done by their children. However, these schools appreciate individual interests of the students. Moreover, individual qualities are also upheld through extracurricular activities such as drama and debates. The students are also able to gauge their strong and weak points. Effective Supervision It is obvious that both types of school have extreme supervision from the teaching staff. This is because the students are confined in these schools where they are taken through various processes that are crucial for their academic life to avoid incompetency or lack of time or disinterest. Discipline Life In the recent past, discipline has been a character that is not easily achievable. Never the less, students from these schools have has to comply with a life of discipline, which is one of the many characters that are best demonstrated in the schools. For instance, the rule and regulation in these schools are easily followed as compared to when it is practiced in homes. Through this, students have skills that are essential in handling the challenges of future life (University Business 2004). Of importance to note is that, single –gender schools do not give a definition in terms of participation neither do they give a limit on engagement in pursuing academics. If anything, boys and girls from these schools have the autonomy to select the programs that they are willing to pursue. Apparently, single –sex education, and boy –only schools and girls –only schools have one of the best education environments for both genders to study in and prosper in not only the education aspects but other aspects of life (Warrington & Younger 2003). References; Bracey, G. (2007). The Success of Single-Sex Education is Still Unproven. Education Digest, 72, 6:2-26. Brueningsen, C. & Benedict, R. (2013). In defense of single-sex schools. Independent School. Retrieved on 13th Mar, 2013. http://www.nais.org/Magazines- Newsletters/ISMagazine/Pages/In-defense-of-single-sex-schools.aspx. Brutsaert, H. (2006). Gender‐role identity and perceived peer group acceptance among early adolescents in Belgian mixed and single‐sex schools. Gender & Education, 18, 6:635-649. Deevia, B. & Nalini, P. (2011).Beyond passivity: constructions of femininities in a single-sex South African school. Educational Review, Volume 63, 1:65-78. Malacova, E. (2007). Effect of single-sex education on progress in GCSE. Oxford Review of Education, 33, 2:233-259. Saeeda, S. & Catherine, C. (2009). Why single-sex schools? Discourses of culture/faith and achievement. Cambridge Journal of Education. 39, 2:191-204. State Legislatures. (2007). Single-Sex Public Education. State Legislatures, 33, 10. University Business. (2004). Duke dabbles in single-sex education for women, 7, 5:22 Warrington, M., & Younger, M. (2003). We Decided to Give it a Twirl: single-sex teaching in English comprehensive schools. Gender & Education, 15, 4: 339-350. Williams, J. (2010). Learning Differences: Sex-Role Stereotyping In Single-Sex Public Education. Harvard Journal Of Law & Gender, 33, 2:555-579. Read More