Why Studying in an All-Female College is a Bad Idea Essays

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

There are many examples, of discrimination of genders. It is one of the most common of types of discrimination that occurs to students. My first source is from the McGraw-Hill Reader, Susan Jacoby’s When Bright Girls Decide that “Math is a Waste of Time”. Jacoby discusses the emotions of girls while they are taking harder courses and why some girls will avoid them all together. In the essay, Jacoby states that many girls feel that if they do take more challenging courses then

It shouldn't matter what gender you are. All students should be treated the same, all students should be taken serious no matter the gender given that females students are not taken seriously. But in today's world more women actually go to college more than men.

That's why it doesn't make sense to put students into separate classes based on gender. Girls are better for everyone in the class, in reality women and men all live together, and kid can help eachother out. Studies have found that being with more girls is better for everyone. Prof. Schlosser concluded that classes with more than 55 percent of girls resulted in better exam results and less violent outbursts overall. This is a positive influence that the girls are adding to the classroom environment.

Students will have to strive to be better in the classroom. Principal Jill Rojas states that “girls are more apt to answer questions aloud” in the classrooms when the teacher ask them. She also states that “Girls are learning to be more academically competitive and the boys are learning to collaborate.” Mrs. Rojas says that she likes to turn classes sessions like math into games because her boys “like competition.” So with the girls learning to be more competitive they are going to feel that they have to put forth more effort to be better that the other girls. If you have boys that are competing against each other in the classroom, they are always going to strive to be better that the other which will help the teachers teach them more. Yes, students need to learn to cooperate with the other gender, but single-sex classes allow students to thrive to be better in

A variety of contexts support the clear presence of a gap in gender participation in college majors. One example that supports this phenomenon that is largely relevant to me is the statistical data of undergraduate majors in regards to gender for the 2017 spring semester presented by the UW-Madison’s Office of the Registrar. Approximate ratios of men to women have been created to provide a fuller example of existing gaps in this context. Elementary education, textiles and fashion design, social work, and nursing are majors considered within this analysis that were found to have a higher level of women participation. They had men to

In the career of engineer men are more likely to major in that career when attending college but the fact that a woman wants to major in the engineer career does not make her different from men. With this being said just the fact that gender is involved in the engineer career should be changed because women want to also be a part since women enjoy it for themselves. Common misconceptions that women face when majoring in engineering are that womens are not smart or do not know how to do math. According to the NC State News, an online article First -Year Class Boasts Highest Percentage of Female Engineers, Mick Kulikowski includes statistics by

Single-sex education is becoming a new way of learning for this day in age. It is certainly understandable of parents being reluctant for their children to be in mixed-gender classrooms because of the opposite sex distraction. According to Leonard Sax, “…whenever girls and boys are together, their behavior inevitably reflects the larger society

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.

Out of all the fields offered to incoming freshmen in college, I chose engineering. To me, it was an easy choice; I excelled in my high school STEM classes and I’m a problem-solver, which is essentially what an engineer is, just on a bigger scale. In those classes, I took pride in the fact that I was one of few females, and never felt like my gender affected my performance or my opportunities. It wasn’t until my civil engineering class that I noticed a change. As one of only two girls in the class, I wasn’t treated as an equal by my male classmates. I was faced with both comments on my shorts, body, and personal life, and lessened workload because I “wasn’t cut out for the manual labor.” I guess I shouldn’t have been surprised that I was treated differently though, since only 25 percent of the labor force in STEM fields are women, and only 18-20 percent of engineering students are women. The numbers were, and still are against me,

Today some statistics show that women are out performing men in college according to Gary Stern in his article called the “College Enrollment Legs for Men as Women Continue to Make Gains” he states that “In some cases, the difference in gender composition of the total number of college students is staggering. California State universities report that in fall 2013, there were 217,000 females versus 175,000 men or 42,000 more females pursuing undergraduate degrees than males.” (Stern) This is an example of women taking advantage of the opportunity to receive good jobs and create a stable life for themselves.

Individuals start enrolling in educational institutions and have to choose an educational major that correctly suits them in preference and gender. In many cultures, a lady is criticized if she hopes to be a firefighter, plumber, army soldier, or be a car mechanic. Time magazine published an article in 1934, emphasizing the point that many educational organizations are also biased toward gender, and have distinct roles for different genders. “For more than 53 years A. & M. College of Texas near Bryan has matriculated only men. Its directors think women unfit for its courses and the careers to which they lead” (“Education: For Men Only”, 1934). Haplessly, more women do lamentably paid jobs such as nursing, edifying, or selling things in shops, rather than working as executives or other high-powered officials. In most companies and organizations, women and men do not have an equivalent status - it is men who become plant managers and supervisors, and women who are in charge of secretarial obligations and commitments. I find this inequitable and discriminatory, because I would genuinely relish in seeing more women in the parliament, the armed force, and numerous sorts of diverse commercial enterprises and different industries. Girls are often dismayed from learning at specialized, technical colleges or pursuing gregarious sciences in light of the fact that engineering and political and governmental issues are viewed as "jobs for the boys". On the other hand, some men may take to edifying juvenile kids or working as personal auxiliaries and helpers rather than chief executives. However, in the cessation they become plumbers or truck drivers because their families and friends deride and ridicule their "feminine" conceptual originations. I cannot concur with the mainstream statement that certain occupations out not to be done by women or by

Single sex schools, a highly controversial topics on all aspects of the academic and psychological field. Attending a single sex school affects girls, and boys differently as these schools adjust accordingly by basing their methods and practices off of recent experiments and surveys. Hidden behind the blurring lines of the boring and distasteful downfall of single sex schools are the uptick in student minds that these administrations manipulate to enhance one 's learning experience. In this great controversy the side to argue for is undeniable; the fact that students learn better in all boys and all girls’ schools is significantly proven and expressed within public surveys, standardized testing and observation of each classroom

When considering the different educational methods that each school provides for the students, parents will need to understand that every child learns differently. Each person can either learn by being a visual learner, auditory learner, or tactile learner. The different learning methods are not the only things that can effect learning. Learning can also be affected by the way that a teacher may present information, however a student’s attention may be pulled away by the distractions that can be caused by peer pressure, stress, and hormonal urges from the opposite sex. Single sex schools can eliminate these distractions that are caused by co-ed schools. In doing so, this can raise the academic success of both female and male students.

The female advantage in education has garnered much scholarly attention nationally and internationally in recent years. In the United States, women are now more likely to graduate from a four-year college than men and girls earn higher grades than boys throughout K-12 education on average. DiPrete and Buchmann investigate this gender gap in education and argue that the female advantage in education is not necessarily a “boy problem,” but a problem of the American educational system that fails to motivate and accommodate for students who are capable of obtaining a college degree but decides not to. While women’s educational performance and attainment exceed that of men’s on average, their low representation in the science, technology, engineering, and math (STEM) fields, disadvantage beyond the educational realm, and the overall gender inequality in the society persist. Ridgeway and Correll posit that the hegemonic gender beliefs, reinforced by the social relational contexts of gender, produce and reproduce gender inequality in the larger society. Taken together, these scholars offer valuable insight into the gender system that structures men and women’s behaviors, expectations, and opportunities differently and often unequally in different domains of the society