Being at school should not be about getting whomever to notice you, it should be about getting the best education possible. Mixed-sex schools become an issue because of the different genders distracting each other and taking away the concentration on learning. Boys also tend to pick on girls when they like them or just for fun, which causes the girls to focus on what the boy said or did to her. The girls will most likely end of getting better grades and then getting into better or more prestigious colleges. On the other hand, some people believe that not having males in the learning environment can be an issue.
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.
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.
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.
The opposite sex can have an effect on one another, which causes more distractions and more attention is seeked from both sexes. Co-ed physical education also brings out male superiority, which can have a negative effect because the girls will then feel less dominate and will be much less likely to participate. On the other hand, with same sex physical education classes students are more likely to stay focused as well as be more competitive with their peers, more so than co-ed schools because they do not have to worry about impressing the opposite sex or being embarrassed. Co-ed and same sex physical education classes both have positive and negative effects because students are influenced by their peers around them and do not always perform the way they would if they were not with the opposite sex. Traditionally boys and girls were taught separately in physical education classes in the past.
If students were in single gender schools opposed to co-ed schools students would be able to engage in school better. It has been said that students who are in gender specific schools will develop gender stereotypes. By placing them in a single gender environment, "We are in fact, enhancing sexual stereotyping" (Halpern). However, this is not the case. Students in gender specific schools aren't just around the same students.
They feel much more comfortable about their abilities without worrying about how they look in front of boys and have more confidence to take place and participate in class discussions, while boys have much more confidence to dominate most class discussion, thus giving no chance for girls to participate in those discussions. The major problem is that teachers often call boys more than girls in Mathematics mainly. It also shows that boys get a great benefit from attending single sex schools. It is expected that a teacher of a class of boys only could adopt a teaching method that encourages boys' abilities in discussions and debates to be more direct, straight, excited at the same time. Generally, not all boys and girls are going to be relaxed in single sex classes, it would be very violent.
should students be in single-sex schools or mixed schools? Some people see that mixed schools are better for students and they are 100% for it.In addition some people see that it helps to build the students' charcter and personality in a good and confident way.Others have a different opinion and they see that it's better for students to be in single-sex schools because they believe it makes them independent .Students should me in single-sex school because it affects academic achievement , students of the opposite sex can be a distraction and girls and boys develop at different times and speeds. Firstly,some people think that girls are not any better in single-sex school and do not have any academic achievement and see that mixed schools helps students to cooperate in order to increase academic achievement.However,girls benefit from single-sex education.Some researches were done and they found that girls participate more in class and get higher scoresin tests and theyalso discovered that girls in single-gender classes were considerably extra probable to accomplish a higher level of intellectual accomplishment at period 16 than girls in coed classes. Though, there was no momentous difference in afterward educational attainment for either sex. Women who had attended single-gender schools were extra probable to gain their highest attainment at period 33 in a male-dominated earth contrasted to co-educated women.Girls in single-sex schools are more positive about their own abilities and academic achievement .they have control over their life, less stereotyped gender role attitudes and hold higher aspirations for the future (Bryk,1993).
The students are being distracted by the other gender, due to examples such as, sexual harassment and the inappropriate appearance and dress code of students. Single-gender schools can help teachers to gear their instruction to a specific gender, rather than generalizing it to please both genders. While co-educational schools can assist students to be interactive with the other gender, single-gender schools can be more beneficial towards a students’ education. Many people don’t know that single-sex schools actually originated before co-educational schools. Usually it was only the boys who went to school, while the girls stayed home and worked.
Co-ed schools include a broad diversity of people which accustom students to interact not only with people who are similar to them, but also work together with people who are different as well. Even though single sex schools allows girls or boys to feel like a family, this style of education will not benefit students’ social factors towards the opposite gender. As a result, the seclusion may injure students’ skills to work together