Discover

'Single-sex education' is the practice of conducting education where male and female students attend separate classes or in separate buildings or schools. The practice was predominant before the mid-twentieth century, particularly in secondary education and higher education. Single-sex education is often advocated on the basis of tradition, as well as religious or cultural values. It is practiced in many parts of the world. A number of studies starting in the 1990s are showing statistical data that children from single-sex schools are outperforming students from coeducational schools, however, other studies suggest that these are non-conclusive. In 2002, because of these studies and bipartisan support, the US law of 1972 that made coeducation in public schools mandatory was revoked and funding was given in support of the single-sex option. There are now associations of parents who are advocating for single-sex education.

Contents

Short history

Sex differences

Academics

Socialization

Criticism

See also

Footnotes

External links

Short history

★ 1960s: mandated shift to coeducation in many Western countries; Reasons: coeducation is a less expensive way of schooling the baby boomers; the thrust towards gender equality

★ 1972: US Law making coeducation in public schools obligatory

★ 1990s-2000s: some studies supporting single-sex education: children of single sex schools are outperforming children in coeducational schools
:US: “Together or separate?” (Cornelius Riordan 1990)
:Germany: “Was coeducation a historical error?” (Der Spiegel 1998)
:Australia: 20-year study of 270,000 students (2000)
:England: The National Foundation for Educational Research (2002)
:France: “The Pitfalls of Mixed Education” (Fize 2003)

★ US Law of 2002: revocation of obligatory coeducation in public education; 3 million dollars were allotted to support the single-sex school option.

Sex differences

There are many different people who argue about the intelligence of women vs. the intelligence of men. However, the article “Intellectual Gender Gap[1]?” talks about it not being an intelligence issue but rather a development of different sections of the brain at different times in the different genders. As the article continues it talks about the book “Why Gender Matters?” and how it talks about these differences in the development of the brain. For example (“Both boys and girls are being shortchanged as a result of the neglect of hard-wired gender differences," Sax asserts. "By the age of 12, the geometry area of a girl's brain looks like an eight-year-old boy's brain: They're four years behind.”The language area of a boy's brain is three-to-four years behind the language areas of a girl's brain.) It goes on further and shows why females and males think they are not good at certain things in education. Girls think they cannot do geometry because it is hard, and boys think poetry is boring.

Academics

Many support single-sex education and hold that it can help student's learning.
Several studies show that single-sex groupings deliver advantages to students. Dr Rowe, a Principal Research Fellow at the Australian Council for Educational Research, presented the VCE Data Project – a population study of 270,000 Year 12 students’ achievements on 53 subjects of the Victorian Certificate of Education over a 6-year period (1994-1999). The findings indicated that after adjusting for measures of students’ ‘abilities’ and school sector (government, Catholic and independent), the achievements of boys and girls in single-sex environments were, on average, 15-22 percentile TER ranks higher than the achievements of their counterparts in co-educational settings.
According to supporters, gender roles can be subverted in a single-sex environment; boys will be more likely to pursue the arts, and girls more likely to pursue mathematics and science. Margrét Pála Ólafsdóttir, an Icelandic educator who introduced single-sex kindergarten to Iceland in 1989, stated: "Both sexes seek tasks they know. They select behavior they know and consider appropriate for their sex. In mixed schools, each sex monopolises its stereotyped tasks and behavior so the sex that really needs to practice new things never gets the opportunity. Thus, mixed-sex schools support and increase the old traditional roles." In one school which shifted from coeducation to single sex education, the girls who once didn't want to take up playing the trumpet, took courage to take it up in the single sex system and became very good at it.^[]
As well there are neurological and chemical differences that include: the female uses the left hemisphere of the brain more often; this area of the brain is associated with speaking, reading and writing. The frontal lobe (facilitates speech, thought and emotion) is more active in females ^[1]. Therefore they retain and process information better with open ended assignments that allow them to fully express themselves.^[2]
According to many studies (Kadidy & Ditty, 2001, Elliot, 1971, Cone-Wesson & Ramirez, 1998)
females hear better than males which would call for males to sit closer to the front of the classroom to hear instruction better; as males usually are seated in the rear of the classroom, this would be a change from the traditional seating arrangement. Also females have higher levels of estrogen in the brain which reduce aggressive behavior and create a calmer classroom atmosphere.^[3] They are also more likely to assume a leadership role in a single-gendered classroom than a co-educational one. ^[4]
Without the presence of the opposite sex, students will be less distracted from their academics. As well, teachers will have the ability to devote more time to instruction and less to discipline.
Female graduates of single-sex schools go on to achieve greatness in typically male-dominated careers and statistically obtain more high-ranking positions in Fortune 1000 companies than girls who were educated in a co-educational setting.
In short males and females receive and process information differently, hear and see differently, and develop at different paces; therefore, different teaching styles and classroom structures should be adopted to accommodate both sexes. Further research involving classroom observation and gender specific instruction implementation should be monitored and considered.

Socialization

Supporters argue that socialization is not the same as putting together, but is a matter of educating in habits such as respect, generosity, fairness, loyalty, courtesy, etc. And this can be done with more success knowing the distinct tendencies of boys and girls.
Defenders also state that there are more teenage pregnancies and sexual harassment cases in coeducational schools. Catholics usually refer to teachings of Pope Pius XI in 1929. He wrote an encyclical entitled "Christian Education of Youth" where he addressed the topic of coeducation. He said: "False also and harmful to Christian education is the so-called method "co-education". This too, by many of its supporters is founded upon naturalism and the denial of original sin."

Criticism

According to defenders of coeducation, segregated learning facilities are inherently unequal. System bias will reinforce gender stereotypes and perpetuate societal inequalities in opportunities afforded to males and females. Single-sex schools in fact accentuate gender-based educational limitations and discrimination. Boys' schools may not offer home economics classes, while girls' schools may not offer metalwork, woodwork or as wide a variety of sports.
Critics of the single sex education argue that without the presence of the opposite sex, students are denied a learning environment representative of real life. This deprives them of the opportunity to develop skills for interaction with peers of both genders in their work environment and fosters ignorance and prejudice towards the other gender.

See also

★ Men's colleges

★ Women's colleges

Footnotes

1. Gurian, M., Henly, P., Truman, T. (2001). ''Boys and girls learn differently!'' San Francisco: Jossey-Bass.
2. Ferarra, 2005. The single gender middle school classroom: A close-up look at gender differences in learning. The ''Australian Association for Research in Education'' Retrieved from: http://www.aare.edu.au/05pap/fer05090.pdf
3. Gurian, M., Henly, P., Truman, T. (2001). ''Boys and girls learn differently!'' San Francisco: Jossey-Bass.
4. Grossman, H. & Grossman, S. (1994). ''Gender issues in education''. Massachusetts: Allyn and Bacon.

External links

★ National Association for single sex public education

★ Diferenciada.org Single-sex Education Forum

★ [2] Boys' Education

★ Coeducation Revisited for the 21st Century -- by Fr. John McCloskey

★ Single-sex schooling -- by Andrew Mullinsy

★ Single-Sex Education vs Co-Education: Female Academic Performance Factors -- by Stephanie Carlton

★ [3] Single-sex and co-educational schooling: Lifecourse consequences?