Separate And Unequal Analysis

In the article Fight Proposed Ban on Single-sex Schools by Christina Hoff Sommers, activists feel that the idea of single sex education should be banned, because there isn’t substantial evidence that this type of environment has an impact on student grades. The activists claim it “increases gender stereotyping and legitimize institutional sexism” This idea is reinforce in the article Don’t Segregate Boys and Girls in Classrooms by Michael Kimmel. Furthermore it is also mentioned, that sex segregated educated is misinformed and going based on scientific claims oppose to scientific evidence.

Gender Separation in schools and colleges is good, as studies have proved that girls and boys learn in different slipways. According to a research by Dr. Leonardo Sax, the brain of girls and boys work differently, thus they must be taught in distinctive ways. Merely separating the girls and boys in classrooms may not be the right solution, yet when the teachers gear their teaching tactics specific to the gender, it really yield results. Studies also prove that both the gender learn in different environments(GreatSchools, 2014). Where the girls learn far better when the classroom temperature is warm. On contrary, the boys show better performance in cooler classrooms. Moreover, Single- six educational institutes can also provide a broader horizon

When it comes to the classroom, there are several differences between girls and boys. There are physical differences in the way their brains work, differences in the room temperature that is best for boys and girls, and differences in how girls and boys respond to various tones of speech (Sax, 2006). While girls prefer soft-spoken teachers, Sax (2006) notes that boys prefer to be spoken to “loudly and in short, direct sentences with clear instructions” (p. 195). According to Sax (2006), “the ideal ambient temperature for boys is about 69 degrees and about 75 degrees for girls” (p. 193-194). Further differences involve how boys and girls learn. McNeil states that “boys may learn better under pressure and when allowed to move around...while girls may perform better in group situations and with a lot of encouragement” (McNeil, 2008). Because of these many differences, it would stand to reason that boys and girls would benefit from being in separate classrooms. According to Hughes (2007), “the teacher would be able to concentrate on the learning-styles of each sex and use the styles to bring out the academic best in each students. Lessons and activities could be designed with a single-sex in mind” (p. 11). As Principal John Fox states, “the single-sex environment enables you to actually focus on the particular needs of each gender, and those needs socially and

McArdle says “We should start teaching them according to how they learn, not according to some idea that boys and girls have to learn the same way” (167). This could be a new possible system of teaching the two sexes differently without holding anyone back in the process. Male and female have different brain activity and also very different ways of learning. When it comes to teaching there needs to be a more specific study, to come with a more evolved teaching criteria. Lastly Conlin says “A new world has opened up for girls, but unless a symmetrical effort is made to help boys find their footing, it may turn out that it’s a lonely place to be. After all, it takes more than one gender to have a gender revolution” (179). Schools need to start taking responsibility for what goes on in schools and their teaching methods that are failing everyone especially

Did you know that single-sex classrooms are the worst classes ever? Over the past decade, single-gender classrooms have been opened in at least 230 schools in the rural, suburban, and the urban areas. Single-gender classrooms are classrooms where either young girls’ are in one class together, or young boys are in another class together. Single-sex classrooms were created because studies showed that boys and girls learn differently and they could benefit from being in a classroom with peers to whom they can relate. Since 2008, single-gender education has been the key to improved educational performance among boys and girls throughout the years. Today, gender differences among girls and boys are steadily rising in the classrooms they are in,

I remember going to the corner store in my grandparents predominately black neighborhood and seeing a latino run businesses. The despondency and dependency that you see in the black community is often a target that many politicians and influential people aim at when they are condemning the black community. Rather than ask how they could help, they blame us for conditions that were already predetermined by white supremacy.

The typical school classroom conjures up images of boys and girls coexisting, raising their hands in equal numbers. However, that’s not always the case. According to 2010 data from NCES and the U.S. Census Bureau, from prekindergarten to senior year of high school, male students outnumber female students significantly in public school classrooms: 54 percent to 46 percent in pre-K and 51 percent to 49 percent from first grade to 12th grade.So with the disproportionate stats in the American classroom, is it beneficial to separate the genders from each other? Much debate has centered around this topic for years.

Also, in her article, Bonomo states, “males possess on average more than six times the amount of gray matter related to general intelligence than females, while females have nearly ten times the amount of white matter related to intelligence than do males. One part of a male’s brain, the inferior parietal lobe, is larger than a female’s and is involved in spatial and mathematical reasoning, skills that boys tend to perform better than girls” (Bonomo, 2010); whereas, girls tend to perform better than boys in verbal and written language. Furthermore, “in 2007 a longitudinal study conducted by the National Institutes of Health demonstrated consistent sex differences in the speed of the brain’s maturation (Lenroot et al. 2007). It also showed that boys’ brains develop differently than girls’

I believe from the research I have done, that yes, females and males have different parts and chemicals going on in the brain, but that it is more influenced by their surroundings, such as parents, teachers, peers and even stereotypes. All that is said, affects the brain, but I do not think that is rooted

These differences are caused by the genetic coding in the sexes. Scientists believed that “hormones are responsible for sex differences in the brain” and the “sex differences must be small in children”. (Sax 13) Males and females have different levels of X and Y chromosomes. Many areas of men’s brains are “rich in proteins that are coded directly by the Y chromosome. Those proteins are absent in women’s brain tissue”. (Sax 14) In women the “tissue is rich in material coded directly by the X chromosome; these particular transcripts of the X chromosome are absent from men’s brain tissue”. (Sax 14-15) Having scientific data that shows the differences between the X and Y chromosomes in men and women allow people to see that this genetic coding has been present since early development in the womb in both genders which means that these differences are not because of

There are millions of schools throughout the world. America holds about 132, 656 schools alone. Majority of the schools in U.S. are coeducational. There are over 540 single-sex schools throughout the U.S. since 2010. However, new up to date studies have shown that separating males and females in school has lead to better overall test scores and career opportunities. Boys and girls should be taught in separate schools to improve educational performance. Coeducational schools do not have the time to focus in on areas that the students may struggle with. Single-sex education, along with scientific studies have found ways to assist in this issue. Unlike coeducational schools, students will have a better attention on the subject due to their

Although single-sex schools have good intentions, separating the two sexes would leave the door open for more stereotypes and prejudice to rise within children. Rebecca Bingler, a psychologist at the University of Texas, as well as other psychologists and pediatricians argue, that segregating people based on their biological anatomy increases the risk of prejudice based on stereotypes. Many people believe that separating the sexes would be an opportunity for girls and boys to blossom in a classroom environment. Despite their intentions being innocent, these single sex schools supporters are too narrow minded and can’t see the bigger picture Rebecca Bingler is trying to address. People say there are too many stereotypes between the two sexes,

Boys and girls do perform differently if they are enrolled in single-sex educational programs rather than co-ed programs as shown in many scientific studies. Test scores for both genders were a great deal higher in the single-sex schools than they were in the co-ed schools. College entrance exams were given and the same things were found to be true regarding the students’ performance. The single-sex programs allow the teachers to use a curriculum that best suits and is geared towards the gender of students they are instructing. There are three categories of evidence based on grades and test scores which are major nationwide studies, “before and after” studies, and academic studies. Major nationwide studies involve a large quantity of students in countries where single-sex public education is widely available. “Before and after” studies compare schools before and after the implication of single-sex classrooms. Academic studies require scientists to attempt to control random variables. In all of these categories of evidence, the results supported the conclusion that single-sex education is more beneficial and

Not only does single-sex education create negative transitions into society, but it has been shown to negatively affect boys health and maturity. There has been many studies that show that girls do in fact, have a positive influence on a boy’s maturity. Theoretically it would only be the same in single-sex classrooms. Girls in school, typically have much higher concentration and ability to understand the lesson being taught to them. When in an environment with girls, the boys are able to think in a different way than in an all boy class, because the girls focus in on different perspectives that a guy’s maturity level would not usually be able to comprehend (‘pros

In a traditional setting, boys and girls are mixed and learn together in a classroom. The traditional setting offers pros, like the preparement for real society in which these genders will continue to mix. A non-traditional setting will produce non-traditional results in which children may better their education. Single sex education with specialized styles for each gender, an example of a non-traditional setting, are beginning to show evidence of a better fit for students. Instead of a single male dominated classroom, separate rooms with different teachers may show better results in academic potential. A wide range of evidence shows certain conditions benefit females more than males and vice versa. The opposite gender can also be