Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
Stereotypes of gender in the classroom
Pros and cons to gender segregated schools
Stereotypes of gender in the classroom
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Recommended: Stereotypes of gender in the classroom
With the ever growing competition within the working society, getting the best education possible is crucial in separating oneself from the competition. It is extremely important to start this process at a young age. The majority of brain development happens in adolescent years. Due to this fact, it is important to start this competitive education in the elementary and middle school years of schooling. The problem then arises of whether a student excels better in coeducation or single-sex education. The ongoing debate to determine which is more beneficial seems to be a constant battle within the education system. However, the benefits of single-sex education outweigh those of coeducation. Single-sex education overshadows coeducation because
Distractions can cause behavioral issues, along with a decrease in confidence within students. A student’s behavior in a classroom can play a huge part in the students’ academic success in a learning environment. Bad behavior caused by one student can influence and alter the rest of the students in a classroom. The more time a teacher has to spend correcting a student’s behavior, the less time he or she spends on teaching a lesson or a matter at hand. Studies have shown a direct effect on the improvement of behavior in the single-sex education environment. A study was done at Mathew Henson Elementary School, which is the country’s longest accredited all-boys school classroom, and the results showed a decrease in disciplinary problems, an increase in the attendance, and also more positive attitudes (Hughes 9). Human nature makes each gender want to impress the other. For example, boys feel the need to
With the decline in extra distractions that coed classrooms exhibit, students are able to focus more on learning than the extracurricular activity around them. Therefore, retention of the material increases, causing higher scores on tests. A study was conducted by Claremont Academy in Chicago, Illinois to test if single-sex education can improve test scores. Richard Carter, a student at Claremont, spoke about his difficulty to learn with girls in the room. He said, “with girls in the room, we spend too much time thinking about girls…trying to make girls smile or laugh” (Patterson 37). Both boys and girls, by human nature, have the tendency to try and impress each other. The study included details about the composite scores of the Claremont students on the Illinois Standard Achievement Test. Students from Claremont scored 82% higher on math, science, and reading (Patterson 37-38). The scores showed the students nearly doubling previous scores. The study provides evidence to show that the elimination of distractions can significantly increase scores. Girls also have the tendency to stereotype certain subjects. For example, females might fall into the stereotype that males are better at science or economic classes. Thus, causing some females the feeling that if she succeeded in these certain subjects, she might be teased by peers. Psychologists have shown that cultural stereotypes affect the
It seems that single-sex education perpetuates gender stereotypes and promotes gender bias among students (Taylor). Gender-separate education requires schools and teachers to create gender-oriented courses, facilities, and learning environment. As a result, sing-sex schools exacerbate sexist attitudes and “feelings of superiority toward women” (Guarisco). It is fair to argue that the best way to achieve gender equality is to promote rather than eliminate interaction among girls and boys. However, girls in the sex-mixed class receive less attention from teachers than boys, which may lead to gender bias. More precisely, boys always have disciplinary issues, such as interruption; teachers have to pay more attention to boys’ behaviors in order to proceed the lecture more smoothly. Girls may feel less important and supportive in male-dominated classes; boys may think that males are smarter and far superior than females. Single-sex schools can address both girls’ and boys’ issues of gender stereotypes directly and accordingly. Male students may be freer to engage in some activities they have not considered before in mixed schools. For example, boys feel pressure to follow some non-macho interests when girls stay around them; however, the all-boys schools eliminate their pressure toward gender stereotyping to pursue music, dance, and drawing. Single-sex schools would help boys explore and develop themselves. Also, girls in sex-separate schools show more confidence and power (Guarisco). They could receive full attention from teachers and express their opinions in science classes without worrying about the boys’ banter. They may realize that they are as important as boys. Hence, both girls and boys can be free from gender stereotypes and benefit from a same-sex learning
Single sex classes may help to break down stereotypes that the coeducational classroom may inadvertently reinforce. While attending single sex schools, students are more likely to excel in any subject, rather than limit ...
Colleges and schools where both females and males are educated together are termed to be “coeducational.” Long previous to our modern day society, segregating male and female in education systems was considered the “norm.” During these traditionally dominant ancient times, coeducation was prevalent in Europe and the idea of integrating such unique groups became such a phenomenon. This widespread of coeducation was eventually developed in American countries and has grown to be a universally accepted mode of education. Not only was this idea “new” and “innovative,” but it also crossed the line of our ancestor’s valued practice of tradition. Although this system went against what tradition honored, this new system of education generated comradery between individuals of the opposite sex and has knowledged them of skills one was unable to exercise in a single-sex educational environment. Coeducation, being the more modern system of education, has caused single-sex systems to become more outdated and inconvenient to society’s evolving standards. Exposure to the opposite sex introduces students life skills vital to a professional workfield thus, it shows males and females the importance of maintaining a symbiotic relationship and how they benefit from one another. Schools worldwide should consider the practice of educating students of both sexes in the same educational institution to allow for opportunity for one to build character in accordance to our evolving society and acquire flexibility in social skills.
The controversy of whether sex education should be taught in schools has been a lingering argument for years. Opposing sides are so firm on their position that they will not consider those whose opinions counter their own, making it difficult to come up with a solution. Those who are against the teaching of sex education in school feel that they should be the ones educating their children about sex and that sex should be abstained from until marriage. On the other hand, people who support sexual education programs believe their children will learn the importance of contraception, learn how to have sex through the teachings of a professional, and how they can help open up better relationships with their parents.
Gender equity issues are virtually ignored in most university level education classes and any strategies created to decrease gender-biased classroom behavior are basically non-existent. Most efforts to remove this problem are geared toward working teachers when the focus needs to be on the upcoming generation of teachers presently in school (Miller, 2001).
Same sex classes make it possible for teachers to cater to student needs in a more efficient way. In general boys benefit from hands on learning, but girls benefit from calm discussions (Mullins 3). Girls tend to doubt themselves while boys think they can do anything. Boys need to be brought down from the clouds while girls need to be dug out of a hole (Mullins 3). David Chadwell says, "Structure and connection are two key concepts when examining gender in the classroom. All students certainly need both, but it seems that teachers need to consider the issue of structure more with boys and the issue of connection more with girls" (7), and Kristen Stanberry’s research has shown, "Some research indicates that girls learn better when classroom temperature is warm, while boys perform better in cooler classrooms. If that's true, then the temperature in a single-sex classroom could be set to optimize the learning of either male or female students" (1). These observations further support the idea that same sex classrooms can cater to student’s...
Statistics regarding educational achievement are obtained through several exams given to a variety of students in all grades, of all genders in several countries across the globe. For decades, the scores demonstrated that females in general were performing consistently worse on the mathematics portion of the exam when compared to their male counterparts. There have been several other more focused studies to identify why such a gap existed. One such study evaluated the influence of stereotype threat when taking a standardized test. The study showed that when females are asked their gender before they take the exam they do worse on average than those who are asked for their gender after the
Students are more focused and therefore have better test scores in single-sex classrooms. Although stereotypes are formed because of separating genders, a study in the 2009 British Educational Research Journal concluded that in single-sex classrooms, girls achieve more in math and science while boys achieve more in English (Kwong). Stereotypes have been developed early on of what girls and boys are more proficient at. Naturally girls are better at English; boys, math and science (compound sentence: elliptical construction). Single-sex classes encourage girls to pursue more in science and math and boys in English because it takes away gender stereotypes. If a boy and a girl are in the same science class working together, the girl becomes the scribe to write down data while the boy is doing the experiment (Kwong). Math and scien...
The issue of single- sex education and mixed- sex education have occupied the minds of almost all the professors of the educational process all over the world for centuries. To deal with this issue, there must be many sayings and arguments. Also, other studies related, should be put into consideration. There are many more opinions that support single-sex education, others support co-education. Most world countries are following the opinion that says that coeducation is better and more effective than single sex education. Theoretically, co-educational process is more fruitful than single-sex education that's because of three main factors that affect greatly; firstly, the students' behavior; secondly, the educational level; thirdly the socialization in society and how students emotionally affected..
The single-sex format creates opportunities that do not exist in the coed classroom. (Edison 1) Researchers are unaware that both genders brains function differently. This lack of knowledge may be why the real truth about single-sex education being more efficient than co-ed education has not been discovered. Some say single-sex education may be the key for a brighter generation. It shows to improve test score dramatically. The number of public schools experimenting with single sex classes is now reported to be more than 350. (Silva 130) Some research also shows that single-sex classes have a more welcoming atmosphere. Single-sex education improves grades while coed educations keep an average pace.
Single sex education is a controversial battle that will most likely continue for decades. However, research and studies have shown in multiple cases and circumstances that single sex education is an extremely important tool that should be utilized in numerous situations. Many people think that dividing students based on sex will perpetuate gender discrimination; however, this kind of education may bridge more gaps than people realize. Not only do boys and girls develop and function differently, they are distracted by one another. Eliminating distractions and making classrooms conducive to each gender and learning style will ultimately result in a tremendous incline in academic grades and student participation.
Some people think that single sex schools are good because girls and boys feel free to talk, ask and raise their hands without being made fun of, "The theoretical approach termed 'girl power' argues that girls lag behind boys in some subject in co-ed classrooms." (predit, 2014). However, Single sex schools are very bad because it affects children attitude, they will find difficulty in communicating with their colleagues in college as they were secluded and didn't interact with other sex in school. Boys and girls should know from a young age how to deal with the opposite sex, instead of facing that when they become adults, and don't have experience on what to do. Students in single-sex classrooms will one day live and work side-by-side with members of the opposite sex .Educating students in single-sex schools restrains their chance to work helpfully and cooperate effectively with parts of the inverse sex. "It is not long before the youth of today will be the parents, co-workers and leaders of tomorrow" (strauss, 2012). "Anything we organize along any variable, if we're saying boys he...
Single-sex education has shown to be effective in helping students maintain their focus inside the classroom and learn better by doing so. The distraction of the other gender is not present in the classroom environment which enables the students to primarily focus on what they are learning. According to Pahlke's article titled "The effects of Single-Sex Compared With Coeducational Schooling on Mathematics and Science Achievement: Data From Korea", s...
This problem occurs in schools everywhere and is starting to become more evident in today's society. The problem is that boys and girls learning potential are not being reached when put into the same teaching atmosphere. Girls seem to be out smarting boys in many classes. While boys excel in math and sciences and girls seem to be better in English. The styles in which boys and girls feel comfortable with are extremely different. The learning styles of girls usually contain socializing and context. For instance, most girls like to talk in small groups about the current discussion. They also like hands on activities or real life situations to compare things to. Boys are confrontational and formal. They need to be challenged by their teachers to help motivate them to become better students and be prepared. In contrast girls do not like to be confronted by teachers who are asking for an immediate answers. In most cases, girls seem to be more reserved and modest than boys about their intelligence ("What are someÉ) are. Their differences may not seem evident but make a difference to reaching their highest learning potential.
Seligson, Susan. "Debunking Myth That Girls and Boys Learn Differently: COM prof’s book challenges “toxic” stereotypes." BU Today. 10 Jun 2011: n. page. Print. (JUXTAPOSITION)