Single-Sex Classrooms Are Not The Answer! Essay

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

The typical classroom consists an image of boys and girls coexisting, working together, and learning in the same way. As when you walk into certain schools you will see rooms with blue walls with race cars on it, while other rooms will have pink walls with flowers on it. These classrooms would be single-gender. Many students or parent is not given an option of single-sex classrooms without it being a private school and costing hundreds of dollars. Schools should be able to offer students more than one option without having a distraction of the opposite gender.

There are many times in which people think that having single-sex classrooms would bring the success of students higher. By having single-sex classes boys won’t be “pressured” by the higher achievements of girls, boys tend to not read because around girls they are seen different in the view of other classmates. In the article “A Right to Choose Single-Sex Education” by Kay Bailey Hutchison and Barbara Mikulski, they mention “boys are most likely, for

Juliet Williams, UCLA Department of Gender Studies professor, calls out LAUSD for nonresponsive action to results that suggest sex segregated schools not only don’t improve students performances, but also stunts certain necessary social and learning abilities, in the Los Angeles Times article “What's wrong with single-sex schools? A lot.” She begins exposing underlying sexist and racist motivations for sex-separated schools and proceeds to explain that the segregation supports generalization about differences between the sexes, which Williams suggests is common among school practices. Williams continues, admitting that the schools provide opportunities for smaller class sizes as well as allow for “strong mentoring relationships”, although she finds fault with the overall lack of evidence that single-sex education improve student’s performances. Ultimately, the author is exposing injustices in single-sex education in the hopes of not only motivating LAUSD, but also educate parents in the hopes of gathering a larger concerned

Imagine a school classroom with commotion and people talking loudly. Most likely the picture was boys and girls, co learning in a classroom. Many people think this would be a normal classroom, but fortunately this has not always been the case. Classrooms have evolved greatly in the since of boys and girls gaining the “same and equal” education. With recent research and trials, this has been proven not to be the case. Single-gender education produces better results than coeducational classrooms.

Many schools across the country are now changing their average classrooms to “segregated” classes. Despite the students choice of being into a classroom like this there are still various controversial issues that cause chaos when people talk about single gender classrooms. Some  people believe single gender classrooms are beneficial to the students and some believe they are the worst thing man could have created but, both of those statements are very inaccurate. There are many downfalls for single classes one being the students will have a hard time socializing with the opposing gender

In 2002, just 11 public schools located in the U.S. had classrooms separated by gender. By 2009, the amount of gender-segregated classrooms had already surpassed 550, according to tolerance.org. Hawkins Middle School in Theodore, Alabama even went as far as to prohibit communication between the two genders on school grounds. They also made boys and girls eat lunch at separate times. Gender separation can make a huge change for kids in school. Student’s classrooms should be separated by gender because it causes less distractions, classrooms will be easier to teach, and the classes will be smaller.

In 2006 federal legislation allowed public school districts to create single- gender schools and classrooms for their students. That was a wise decision considering single sex schools have been proven to benefit students. Although society insist that coed school is a superior learning style and is key to getting better grades they are wrong, single sex schools actually have a better history with the educational performance of their students and due to that their students are acknowledged to obtain a more profound career path.

Do you believe that single-gender elementary classrooms are better for children’s education rather than traditional coeducational classrooms, or vice versa? There are many differences in boy brains and girl brains and according to these differences; it may be potential to have different learning techniques and environments. Some schools are adopting the newer curriculum of single gender classrooms to help children achieve a better educational learning environment that suits both boys and girls separately. Although it is not fully understood if it is a better education choice, a lot of studies show that single gender classrooms can be useful to help improve achievement. However, other experts may think otherwise because they do not believe that there is any significant evidence that prove it is necessary to separate genders since every single person is different or that it may even deny equal opportunities. A comparison of the single-gender classrooms versus traditional classrooms both shows the belief for higher education, but I believe single gender classrooms offer a positive alternative to the traditional mixed classrooms.

I feel as if it is important that boys and girls socialize in school to discourage gender stereotypes in the future. Supporters argue that single-sex schooling eliminates gender stereotypes, but I disagree. Single-sex schooling reinforces gender stereotypes. According to studies, “single-sex schooling reinforces stereotyped notions of how boys and girls should behave, and deprive students of important preparation for the real, coeducational worlds of work and family” (Update: Single-Sex Education 2002). In my opinion, school is suppose to the “workplace” for children, and by separating boys and girls increases gender stereotyping in adulthood by depriving students of the opportunity to interact daily as peers during formative years. Studies show that when children are separated by gender, they tend to start discriminating and start accepting more gender stereotypes. “Segregating students by gender can lead to greater gender discrimination and make it harder to deal with the opposite sex later in life” (Update: Single-Sex Education 2008). Another gender based serotypes single-sex schools promote is that Boys tend to be taught in a more regimented, traditional, and individualistic fashion and girls in more

Single-sex education has been growing in popularity since the 2002 No Child Left Behind Act was passed, allowing local educational agencies to use “Innovative Programs” funds to support same-gender schools and classrooms “consistent with existing law.” The U.S. Department of Education loosened its Title IX regulation in 2006 to diminish prohibitions on single-sex education. While simply separating boys and girls doesn’t guarantee success, schools that use best practices for gender-specific teaching may be more successful at teaching to boys’ and girls’ strengths. Many experts say much of the success of single-sex schools stems from a demanding curriculum and a focus on extracurricular activities. These things are gains that would have been seen regardless of whether the opposite sex was in attendance. Coeducation advocates and researchers also report that segregating students by gender can lead to greater gender discrimination and make it harder for students to deal with the other sex later in life. What the two sides can agree on, however, is that every child is unique and deserves an education that uses evidence-based teaching approaches to meet their particular needs.

This paper is written to discuss if schools should move towards single-sex classrooms. There are many reasons to move towards having this type of learning environment be an option.

Single-sex education has been becoming more popular in recent years. In 2002, the No Child Left Behind Act was passed. This was a major turning point in the advancement of single-sex schools because it loosened government restrictions. Since 2002, about 95 single-sex public schools have been established (Novotney).

According to Dr. Beverly L. Hall, Byron Barnes released a 148-page report in September 2005. This report review discovered pleasing results for single-gender schools. Hundreds of quantitative and qualitative studies were looked at for this report. Therefore, it is manifest that the students in the single- gender schools study harder than that in traditional schools. Moreover, single gender schools allow students to have passions on their own studies, and make every effort to achieve higher goals. And the research showed “Boys and girls were more likely to be enrolled in higher levels of math and

According to Mercer, teen boys and teen girls are extremely different, these gender differences, in turn, leads to different treatment and outcomes for males and females. Yes, Mercer believes there are fundamental differences between the two genders, but she doesn’t agree with the contention, that students who attend single-sex schools have a scholastic advantage over students who attend co-educational schools. Mercer doesn’t agree with this claim because it’s exceptionally challenging to document, whether males and females have different academic needs and abilities. Mercer states that a 2005 study by The United States Department of Education found that single-sex schools and co-educational schools were equivocal. There’s essentially no