Schools ignore the gender differences by forcing boys to study in the same level as girls and they have the same regulation level to control boys and girls. As a result, boys are suffering by the school rules because they are forced to take drug, they don’t experience enough male teachers and they are compelled to study writing and reading in the same class with girls who are well ahead of them when they are not ready. Unfair to boys might make them feel bad about school. They might eventually stop going to schools. Social constructing idea should be banned from schools.
Girls and boys learn differently, their brains do not function the same way which means they need to have different learning strategies. Most research on Single-sex education have just advantages for girls. The advantages for girls are that they are more encouraged to take what they call “boy subjects” like science, math, and autos. Girls are usually uncomfortable to take the “boys subjects” because they do not want to be teased for being a “genius” or “nerdy”. As it says in the source of single-sex classes and Equal opportunities for girls and boys: perspective through time from mixed comprehensive schools in England... ... middle of paper ... ...he teachers have activities to make the boys more involved and have less chances to misbehave.
In David Thoma's article, The Mind of Man, he writes about how he believes that women teachers are the reason why boys score lower on tests and don't do as well as girls in school. "At kindergarten and primary school level, in which little girls out-perform the boys, the vast majority of teachers are female. "(121) He focuses on the fact that boys are more rebellious and outgoing than girls. Thomas believes that becasue most boys have behavior problems the teacher becomes concerned with their social and not their academic life. Since girls tend to be more diligent and less rebellious, the boys are usually the ones that speak up more forcefully and are spoken to more often by teachers.
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.
Teachers, in turn, end up giving more attention and help to the boys who demand more attention. The end result is that the girls grow up feeling neglected and have low self-esteem while boys get rewarded with attention by breaking the rules (Sadker & Sadker,
Boys deal with moderate stress well and may actually do better because of it. They also feel excited when faced with threat and confrontation. In school they will thrive if a teacher presents a challenge or competition within a lesson and if they do become stressed they will want to be alone when they are trying to deal with it and they will not show any emotion, so teacher may not be able to tell when boys are stressed. When girls are separated in single sex classrooms, they had a positive attitude, they are very focused on learning, and their behavior is not a problem. However, when researchers looked at the behavioral patterns of boys, they had more fights when girls were not present.
Classes that have to do with math and science won’t be such an issue for girls anymore because they won’t have to worry about the stereotypes that boys do better than girls in those subjects. Indeed, there has been studies done in which research from single-sex schools have shown there to be “reducing gender gaps in subjects like mathematics and science,” (Malik, Assistant Professor 150). There are many factors that can affect how well boys and girls learn and take in information. There have been studies showing that girls learn better in warmer environments while boys learn better in colder environments. Boys also mature slower than girls do, so the material taught in mixed-sex schools are more ineffective for one sex or the other.
Children’s interests in the books they read could be influenced by their day to day experiences. The differences in what boys and girls prefer to read as well as the content within the materials serve to perpetuate gender stereotypes. Differences in reading preferences between boys and girls may not be due to any inherent difference in the sexes, but rather due to societal expectations and gender roles. Ray Nicolle, an early reading specialist, stated that boys prefer books with “real action, violence and villains” rather than the more romantic books better suited for girls (Langerman 132). Though his statements were more speculation than anything else, and lacked substantiation, further studies revealed that he was not wrong, albeit this was one of the only claims he made out of a rather sexist bunch that had any truth to it.
Manhole cover. Manly. Caveman.” The added tension in the classroom over political correctness is not going to assist in the process of making education better for either sex. It is easy to say that boys are not being short changed in school, but it is difficult to find why they are showing a trend of underperforming compared to females. There are biological factors at play the cause them to be misclassified and placed in special education.