The Controversy Of Choosing Girls In Co-Educational Schools

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

“Educating students in single-sex schools limits their opportunity to work cooperatively and co-exist with members of the opposite sex” (Stanberry,

Females are being shortchanged when it comes to education. That is according to the article “Hidden Lessons” (Sadker 54-56). By “cherry picking” evidence the authors’ attempts to prove gender bias is being practiced in the class room.

It is true, but single sex schools are failing due to the fact that more people choose to go to a co-ed school. Gender gap can be related to differences in the personalities of the students, the academic environment and the society’s views. Brooks makes it seem like males are a victim of gender discrimination in schools and that nowadays less males go into career fields that has more reading to do but it is not true. It is the student’s personal preferences and work ethics that lead to their success in life. Since more females are getting higher education and achieving degrees, more females are in the work force, therefore the rate of males hired in a certain career field goes down while the female rate goes up. It is important to get the point across because more people would believe the facts that are partially true and then conclude with an inaccurate statement. Single sex schools should be the individual’s choice and left as it is. Co-education is more popular nowadays because people don’t see the need to have separate facilities based on

According to Groundwater-Smith, Ewing & Le Cornu, gender is a socially and culturally constructed phenomenon and there has been many debates in Australia that curriculum, assessment policies and practices have either advantaged boys or girls. One major gender issue began in the 1980s and early 1990s, which was the lower performance of girls when compared with boys, particularly in the subjects maths and science. The effect of gender on learning and achievement is constructed by culture. Paechter (2007) discusses Martino's (2004) study, which suggested that many teachers consider gender and schooling in terms of normalising assumptions that initialises particular ways of behaviour for boys and girls. Boys and girls are set in oppositional positions in terms of perception of the educator: Girls are expected to behave more passively than boys and boys are expected to be active and curious, often to the point of getting into trouble, which is considered normal and acceptable behaviour.

The programs that seperate the sexses in schools are usually based on very questionable science about the differences of girls’ and boys’ brains during development and learning, along with gender stereotypes. The American Civil Liberties Union’s article, ‘Sex-Segregated schools; Separate and Unequal’ says,” Advocates tell teachers that: Boys need a competitive and confrontational learning environment,

Gender stereotyping and gender preferences have been a problem in society for many years. Modern day society has only just emerged from the ideology and mind-set that males are the dominant gender. However, some of this still lingers within the educational system. Hatton (1998) states that boys have been the preference over girls in the classroom as boys are more lively and interesting. Teachers rely on the good behaviour of the girls, which makes them ‘less interesting’, so that the time can be spent with the boys (Hatton, 1998). Gender is the distinguishing biological aspects of a person that considers them to be a male or a female (Davies, 1998). However, in this modern society we live in, ‘gender’ cannot so easily be labelled this black and white. In Australian schools today, the schools experience transgender and gender non-conforming (TGNC) young people (Ullman, 2015). This is to say that there are some young people who do not conform to what society biologically says they are. A metaphorical theory that Ferfolja, Diaz and Ullman (2015) discuss called the ‘unseen half’ perfectly places this social unjust issue of gender inequality. This theory states that diversity, individual or communities, within the educational system often undervalued or found difficult to understand are rendered ‘invisible’ in day-to-day practices (Ferfolja, Diaz, & Ullman, 2015). As recent as 1979, women were

On September 22, 2015 an article was published on Global News, which was entitled “‘Girl talk’ or ‘career exploration’? Texas school’s gender segregation peeves parents.” In this article, Patricia Kozicka discusses the controversial issue regarding Borchardt Elementary School in Texas, in which students in grade four and five were divided into separate classes based on their gender (Kozicka, 2015). According to the article, it is reported that, at the beginning of this school year, females and males would be placed in separate classes in which they would focus on different curriculums (Kozicka, 2015). Specifically, that females would focus on confidence and relationship building skills, whereas, males would focus on career and future aspirations (Kozicka, 2015). The principle cleared up the issue with an email stating that the class would be split based on gender, however, both would still receive the same curriculum only with different schedules of the lessons and more emphasis on particular topics (Kozicka, 2015).

In our schools currently, a cornucopia of gender biases is inhibiting the good education of students. Women have been trained to be ‘feminine’ ever since preschool, always being told to be less assertive and be ‘girlier’. These ideas of femininity have created the bias

In many cases the classroom reinforces gender stereotypes perpetuated by society. This can be found in the materials used for instruction,

Cecilia Ridgway, in “Framed by Gender: How Gender Inequality Persists in the Modern World,” holds that gender exists as an organizing social force. We value certain stereotypes of how people of a certain gender should act and incorporate these expectations into our social relations. Men, Ridgeway explains, are typically viewed as having more “competence, assertiveness, confidence, independence, forcefulness, and dominance” (Ridgeway, 2011) in social relations. Women, on the other hand, are viewed as valuing “emotional expressiveness, nurturance, interpersonal sensitivity, kindness, and responsiveness” (Ridgeway, 2011). According to Ridgeway, these gender stereotypes are

Combatting gender bias in the classroom is imperative to an equitable education and a better society. Research suggests that businesses that are gender-diverse have greater success than those that are male-dominated and the International Monetary Fund

When you send your children off in the morning to go to school, no matter what grade they are in whither it be elementary, junior high, or senior high, you expect that they will receive the best education that they can get. They should be asked challenging questions, encouraged and called upon to participate in class, they should also be given as much help as they need to secede by the teacher. However, this is most commonly not the case. Parents and the children themselves are unaware of what is going on because gender bias is not a noisy problem. Most people are unaware of the secret sexist lessons that occur every day in classrooms across the country. In this essay I will use two essay's from the reader:

A further reason support the idea of separating the two genders at high school is ‘gender stereotyping’ as it is less in single- sex high schools than in co-educational ones as during this period of education, students specify their ambitions,

Should there still be colleges and schools just for men/boys and some just for women/girls? School years always have a significant influence on a youth’s values and cognitive development. At their early stage, youths need recognition, self-confidence, and motivation; having a healthy learning environment is extremely important for their growth. In today’s society, most of the schools provide mixed-sex education; however, there is a common phenomenon that few co -educational schools value girls’ participation and achievements. My nephew who studies at a private school remarked recently that his male classmates are really active in math class and those girls have little chance to answer the question even they know the answer. More than that, in his computer science class, there were just 3 girls among 25 boys. When I asked him why was that, he answered that computer science was simply a subject for boys. It seems that even in one of the best co-ed schools, girls have less opportunity to celebrate their achievements and have to struggle to make their voices heard amongst active boys. When sitting in the same classroom, reading the same text, listening to the same instructor, males and females receive very different treatments, which decrease females’ learning effectiveness. In a single-sex school, no one thinks that courses have gender: Computer Science is open to all of the girls; it is not unseemly for a female to imagine herself as a programmer, entrepreneur, or president.