Psychology of Gender - Essay Example

Introduction The concept of coeducation at school level has been debated at several forums. This mode of education has influenced the behaviour and adaptability of male and female students. The cultural and social aspects of coeducation has been realised but it is the psychological aspect which has caution the educationalists. At coeducation schools, the students are not just competing amongst each other through their intellectual abilities, but the cultural, psychological and social aptitude of the students are also active.

Discussion From perspective of female students, the presence of male students will develop conflict of opinion, and in some cases will distract the students from their actual goal; it is claimed that the presence of male students can be cause for females to focus about their overall appearance exclusive of education. From perspective of male students, the presence of females in their surroundings will make them more cautious about their attitude, body language, and performance at school. Coeducation creates sense of competition, but this sense of competition is not just limited to the boundaries of academics, the influence is to the extent of extra circular activities; therefore at coeducational units the focus on extra circular activities is severe than single-sex schools.

Research results have verified that single-sex education has academic and social advantages; it gives ample opportunity to the students to focus more upon the academic challenges. The academic struggle invested by the students in single-sex education is more extreme compared against coeducation institutes where element of extra circular activities prevails. As per research, no negative effects on the performance of female students have been observed while studying in single-sex schools. Through different surveys, it has been confirmed that male students perform higher in coeducation units; several negative effects in terms of psychological, cultural and sexual elements are responsible for lack of attention and interest of male students at single-sex schools.

The interests and zeal of female students at single-sex schools is relatively higher, and female students are completely focused towards their academic goals, and submission of homework and additional class-work assignments are completed with focus and determination. The classroom atmosphere at single-sex female education units is relatively conducive and peaceful. With reference to classroom atmosphere at single-sex male education units, the atmosphere is often turbulent, and students are reportedly involved in several immoral activities.

It is coeducation units where boys are generally cautious about their performance, and therefore the decorum and sanctity of educational units is maintained, and the performance of the male students is generally outclassed. Conclusion We conclude that boys are able to perform smartly in coeducation units, this is only because the boys are able to invest comparatively more time towards their academics at coeducation units than at single-sex unit; this shift is possibly because it is the presence and influence of girls which compels the boys to study harder.

The element of discipline exists at coeducational units, the male students are able to make friends with female students, and therefore the rifts between the boys rarely take place. The girls are more focused and smarter, and it is the presence of boys at coeducational units which is cause of distraction.References1. Julia Russell, Matt Jarvis. Angles on Applied Psychology. Nelson Thornes Publication. Washington D.C. 2003. 134-165.2. Drewery. Human development in Aoteatoa: A journey through life.

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