As Allison Booth explains, “If behaving competitively is viewed as being a part of male gender identity but not of a female, then being in a coeducational school environment might lead girls to make less competitive choices than boys” (544). Girls may choose to refrain from participating in class or activities if they are intimidated and afraid in a co-educational setting. Many a time, it is mistaken that boys are more competitive since they are seen as more dominant in society. However, competitiveness between girls in a single-sex school is just as equal to that of boys. In addition to this competitiveness, boys and girls will have the possibility of gaining more confidence if taught in separate environments.
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, some studies, such as that by Coleman (1961), indicated that coeducation had a negative effect on girls’ academic achievement due to the peer pressure to prioritise relations with the opposite sex rather than schoolwork. Those who are in favour of single-sex education not only believe that separating boys and girls, increases students’ achievement and focus but also their academic interest, (Pahlke, Hyde, Allison, 2014). This increased academic interest is important for student motivation and is reflected differently for boys and girls. While an all boys’ school may see an increased interest in the study of languages, an all girls’ school is likely to see an increased interest in subjects such as math and science. (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.
Benefits of Co-ed Schools The topic of effectiveness between single-sex schools and co-ed schools has been an on- going debate throughout the years. Single-sex schools are schools divided by gender rather than being mixed. They are growing more popular as learning is easier without the distraction of the opposite gender which may also result to higher grades and standardized test scores. But there are also negative effects to this style of learning. For one, single gender classes can increase gender stereotype and segregation, along with decreasing student diversity.
Boys are seen to excel at math and sciences while girls excel at language and verbal classes. These gender stereotypes are often made into the idea that if one excels in the opposite subject is because of hard work rather than natural talent (Scantlebury, 2009). It can also be seen that the idea of boys being more outgoing and talkative comes across a lot in the classroom. There for boys are called on more by teachers and dominate more of the classroom discussions (Scantlebury, 2009). Taking on another gender stereotype girls are often expected to take on that motherly role and help those who have fallen behind or don’t understand the material (Scantlebury, 2009).
Gender equality is a very important subject matter that teachers must deal with in the classroom. Most people believe that males are suppose to be competitive, aggressive, and logical thinkers, whereas, females should be sociable, passive and emotional thinkers. People all over the world accept these stereotypes of females and males. These stereotypes also carry over into the way teachers conduct their classrooms. In education both genders have advantages and disadvantages in different areas.
How does gender segregation effect students in school? Many countries believe that separating genders in schools helps to make a better atmosphere and better academically. There are many advantages have been shown for single-sex schooling. It has been shown that the differences of the performance in school subjects can differ from boys to girls, many supporters believe that gender segregation in education helps increase the academic interests. Teachers have been attending training to learn how to teach girls and boy.
Debates have taken place to determine the source of this learning difference and if it is even based on gender or if it is individually based. Nevertheless, new suggestions are being made to promote the educational growth in every child. By better understanding gender differences in learning, America’s worries about not giving every child the education he/she needs can be put to rest as precautions are taken to ensure students of all learning styles have the ability to succeed in school.
In studying about the factors that determined what would make specifically a boy supposedly popular in a school environment as opposed to what would do that for a girl, “Eder and Hallinan (1978) compared the structure of boys’ and girls’ friendship patterns and found that girls have more exclusive and dyadic relationships than do boys, which leads to their greater social skills, emotional intimacy, and ease of self-disclosure” (Adler, pg. 170). The ways that kids believe they should go about making friends or being known in a place like school is definitely contributed by gender role socialization. This is true because why else would boys believe it’s okay to go forward with the behaviors and attitudes like toughness in order to gain such a status that only
Power discusses how kids are constantly bombarded with different tv shows, toy commercials, and programs that depict only gender stereotypical examples (2). Blackstone further explains that children perceive these “messages as “real life” which shapes their reality, behavior, and expectations of their gender role” (2). The social construction of gender does not just happen once, nor does it stop with children. West and Zimmerman discuss how the pop culture stretches to books and magazines that portray stereotypical relationships between men and women (135). When people grow up seeing and having these gender roles shoved in their faces they begin to follow them and tend to judge people who do not.