Single-sex schools provide students with a better opportunity to take courses they are interested and want to succeed in. As Sullivan continues, “the gender norm enforcement model” makes it, “harder for girls to show interest and ability in maths and sciences, and for boys to show interest and ability in English and modern languages, in mixed settings than in single-sex settings” (263). It is more likely that the gender stereotypes will be prevalent in a co-ed school. Therefore, a girl’s or boy’s perception of themselves will be lower in a more “masculine” or “feminine” subject. As Ra’ana Malik points out, “…boys are more likely to pursue their actual interest in the single sex schools, rather than being pressured by stereotypes to pursue ‘traditional’ boy’s courses in the coeducational schools” (150).
They say that there are inequalities in the school curriculum and show that school is like a patriarchal society where there is gender differences when it comes to subject choices (Cook, 2008). Despite girls performing better than boys in their studies they are still experiencing male dominated culture in the classrooms. However, the liberal feminist fight against the patriarchal systems is by establishing legislations like the Equal Rights Amendments that can help girls to be treated equal as boys. Feminist were successful in identifying gender inequalities in education and they were able to make changes to. For example, today there are more women who have achieved higher grades in their GCSE and A-levels compared to the men and more women are off to university than men.
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.
(Smyth, 2010) Research by Myra and David Sadker suggests that girls tend to flourish in same-sex settings, while boys' academic performance is unchanged or, in some cases, slightly worse. (Failing Fairness, Myra and David Sadker). Consequently it seems it is important to assess t... ... middle of paper ... ...nd overcome this by introducing girl and boy only classes for some subjects. This attempt to create the advantages of single-sex education while maintaining a mixed social stance was originally aimed at stimulating the progress of girls in such classes as mathematics and science. This approach does seem to stimulate the girls confidence and allows them to receive more teacher attention, due to less time being spent on managing the boys the behavior’s, Sukhandan et all (2000).
Since 2008, single-gender education has been the key to improved educational performance among boys and girls throughout the years. Today, gender differences among girls and boys are steadily rising in the classrooms they are in, and single gender classrooms are increasing. Teachers go by the theory that “separate sexes meant equal education.” While some educational experts believe single-gender education is best, parents have begun to notice the development of sexual stereotypes, and the children work better together. Furthermore, single sex classrooms cause more students to fail and have behavior problems. Reasons for this are: students are more distracted and lack focus, boys and girls develop sexual stereotypes, their learning abilities are different, and single sex classrooms cause boys to be very problematic.
Also, reports claim that female students in single gender schools are less likely to consider science or computer based classes, also known as,“boys classes” (Yates). Co-ed schools on the other hand, allow boys and girls to interact together meaningfully and learn to gravitate away from the common image of gender roles. A 1998 study shows that, “[g]irls at the coeducational schools tended to take more science courses and do better in the college admission process. Statistical analysis from her study shows that graduates of coeducational schools were more likely than graduates of all-girls ' schools to have careers in law, computers, scientific research, and psychology” (“Coeducation at WT”). Not only do co-ed schools teach gender equality, but they also allow females to
It has long been debated whether or not boys are falling behind girls in school. Various studies claim that girls are better for the classroom environment because it is simply in their nature or their gender. One study done on the gender adjustment differences on first graders specifically says that, “girls tend to fit more naturally into the student role than do boys. Girls may find it easier than boys to sit for long periods of time and complete projects requiring fine motor skills.” What people fail to remember is that sex and gender aren’t the same. All girls are not going to fit into the role of being better students tha... ... middle of paper ... ...5.
However, such results should not be used exclusively when discussing gender learning difference. It is also important to consider the role of gender stereotyping, attitude and classroom behaviour, and consider how these affect the learning process. In this essay I will discuss the key issues and the reasons behind this underachievement, the ways these can be addressed at school level and the impact these have within the classroom. Boys and Literacy It is a common belief that historically girls perform better in English than boys. Past and present research support this theory as the table below illustrates.
Male and Female Issues There have been so many controversial issues involving gender equity. Boys have been seen in excelling in certain subject areas, whereas girls excel in others. Most believe that two certain subjects, math and science, boys perform better in. One report that was held in 1992 by the American Association of University Women came to the conclusion that girls were encouraged to "pursue traditional female studies instead of mathematics, science and traditionally male subject areas” (Unger 10.) Although many of these girls are probably very gifted in these certain subject areas, women are being pushed towards certain careers that are not to their interests and desires (Delisle 1998.)
Unfortunately gender biases still exist in classrooms and boys seem to benefit from them more than girls. The Sadker’s research shows that teachers tend to call on boys more than girls. They say this is because boys are more assertive and demand more attention by speaking out of turn to the teacher (Weiss, 2001). When girls call out answers it is shown teachers are more likely to point out their inappropriate behavior and not answer them, where boys generally do not get redirected and get better feedback from the teachers than girls do. Boys may also tend to have more interactions with teachers than girls and are more likely to dominate the classroom (Ryan & Cooper, 2000).