I got the chance to select an American college to study my civil engineering major. I had the option to choose from a diverse list of one hundred colleges, on which female colleges were included. Once I told my advisor I was interested on leadership and engineering she promptly specified I should apply to a specific female college. It looked interesting, I got amazed by the fact women were being scientists and great thinkers without the help of males. That situation was the opposite from my countries beliefs. Women was not capable for engineering or anything related to math.
As the research and enthusiasm about this special college continued, I got to realize something that completely influenced my decision. How I was going to deal with some many girls every day? We tend to very competitive among each other. I was going to study engineering, a major that deals with lots of male professionals, hence I did not see how I was going to develop my communication skills if I did never study with males’ classmates. I felt those communication skills were going to lack from my resume. Hence, I got to understand that students from female colleges are negatively affected on their education and behavior because they get an idealistic and hostile educational atmosphere.
Humans are naturally competitive according to the competitive arousal model (Melhotra, 2010). We want to contest and win. Therefore we can analyze how this model also applies to a specific gender group in an academic environment. Female colleges carries with the consequence of promoting a physical and academic competition among their students. According to article “Body Image in a Singles Sex” (Spence, 2013), there is a high percentage of female students concerned about their ...
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...t Case Against Single-Sex Schools?” The Slate Group. 31 October 2011: n. pag. Web. 30 Jan.2013.
Klimczak, Karolina. Personal Interview. 28 January 2014.
Malhotra, Deepak. “The desire to win: The effects of competitive arousal on motivation and behavior”. Organizational Behavior and Human Decision Processes. 111.22 (2010): 139-146. Academic Search Premier. Web. 30 Jan. 2014.
Spencer, Bettina. “Only Girls Who Want Fat Legs Take the Elevator: Body Image in Single-Sex and Mixed-Sex Colleges”. Sex Roles. 69.7/9 (2013): 469-479. Academic Search Premier. Web. 30 Jan. 2014.
Streitmatter, J. (2002). Perceptions of a single-sex class experience: Females and males see it
Differently. In A. Datnow & L. Hubbard (Eds.), Gender in policy and practice: Perspectives on single-sex and coeducational schooling (pp. 212-226). New York: Routledge.
Negative implications surrounding the acceptance of body image have introduced an array of challenges and risks to the well being of female students within higher education. Grounded in the process of cognitive development, the pressure to alter oneself to fit the expectations of society’s image of beauty initiates a dissonance between self-acceptance and personal sense-of-belonging (Kopp & Zimmer-Gembeck, 2011, p. 222). This disconnect can be suggested through influences such as autonomous persuasion captured among exterior interpretation, as well as, the prolonged ambition to assume a role within peer affiliation (Tylka & Subich, 2004, p. 314). Overall, such need for acceptance drives participants to abandon healthy self-regulation and principles to acquire assurance within “objectifying” (Tylka & Subich, 2004, p. 315) demands (Kopp & Zimmer-Gembeck, 2011). The following literature review will discuss the existence of recognized negative body image behavior within the realm of higher education. Specifically focused on females, an analysis of theory and research on body perception among college students will be conducted, as well as; an introduction to an expanded view on the probability of promoted behavior within sorority membership.
The author argues that women now have more advantages in higher education and the workforce than men. She also argues that women have more useful skills that are required by college education and economy than men, which would lead to the rise of female domination. The selected section of “The End of Men” has twenty sources, from TV shows, movies, newspapers, Journals, interviews and etc. Its mode is more objective than subjective, and the article seems quite credible. The book was published in 2010, so it is a recent source. This source will help me build the frame of my essay because it provides the reasons of male-students declining, many scholars’ and college managers’ views about the issue, and possible solutions to solve this issue for me.
We found literature that supported our survey results. The article, “Inequality quantified: Mind the gender gap,” shows that an established gender gap amongst college majors may have started years ago. In the 1970s, Lynne Kiorpes was one of the few females at Northeastern University who was an Engineering major. Her professor discriminated against her and the other few women in the class by saying that they have no business being in his class, and that he was going to fail them just because they are females. Kiorpes then left the engineering program...
Mehta, Julie. “Positive Body Image Comes From Within.” January 2005: 83-88. Print. 02 April 2014.
Hargreaves, D.A., & Tiggemann, M. (2003). Female "thin ideal" media images and boys' attitudes toward girls. Sex roles, 49(9/10), 539-544.
Brooks argues that male and female brains work and experience things differently. He suggests that this theory is also the reason as to why young girls are surpassing their male counterparts in school settings. He incorrectly assumes that by separating males and females, males will be allowed to break free from gender stereotypes. Brooks strengthens his argument with results of brain research on sex differences. But, Brook’s argument is unpersuasive. He categorizes all young males, and suggest that single sex-schools are the best solution for them. He wants to apply a black-and-white solution to something that is just not that simple. While Brooks uses comparisons and surveys to convince the reader, his argument simply does
The "Body Image" - "The Body Image" Readings for Writers. 14th ed. of the year. Boston: Monica Eckman, 2013. 310.
A recent study shows that women’s body dissatisfaction is influenced by peer competition with others rather than depictions of women in the media. Muoz and Ferguson (2012) developed a study in order to further understand the influence of inter-peer pressure on body dissatisfaction. Body dissatisfaction refers to any "negative self-evaluation of one’s own appearance and the desire to be more physically attractive. " The problem of body image has long been shown to be a concern for the American Psychiatric Association or APA, (Muoz & Ferguson, 2012, p. 383). It raises so much concern because an unsatisfying body image has been known to cause problems such as eating disorders, depression and self-esteem.
Dohnt, H. K., & Tiggemann, M. (2006). Body image concerns in young girls: The role of peers and media prior to adolescence. Journal of Youth & Adolescence, 35(2), 135-145. doi:10.1007/s10964-005-9020-7
In this paper I will use a multitude of research that shows scholarly evidence on why single sex education is harmful to one’s over all wellbeing and physiological health throughout one’s life. Single sex education is defined, as “the practice of conducting education where male and female students attend separate classes or in separate buildings or schools”(Pinzler, p. 785, 2005). The controversy over single sex education involves aspects such as its effectiveness and social ramifications of binary genders. Supports of single sex education believe that there are fewer distractions because everyone is of the same sex. Supporters also believe single sex education is also seen as a way to break down stereotypes such as women not doing well in the math and science field. They believe that single sex education helps males also break out of typical gender roles such as hyper masculinity. However, proponents believe separating girls and boys makes little to no difference in their academic achievement and is actually more harmful to your identity.
Exact Beauty: Exploring Women's Body Projects and Problems in the 21st Century. Mandell, Nancy (5th ed.). Feminist Issues: Race, Class, and Sexuality (131-160). Toronto: Pearson Canada, Inc. Schulenberg, Jennifer, L. (2006).
Sokol, Marlene. "ADVOCATES DEFEND SINGLE-GENDER EDUCATION; Criticism of the Approach as Being Ineffective Will Only Heighten, a Proponent Predicts." St. Petersburg Times [St. Petersburg, FL] 9 Oct. 2011: 1B. Opposing Viewpoints in Context. Web. 21 Dec. 2013.
Summers, Christopher B. “Md. Should Support Single-Sex Schools.” Baltimore Sun. Mar. 2013: A.13. SIRS Issues Researcher. Web. Jan. 2014.
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 proponents of single-sex education argue that boys and girls have differing needs and that their styles of learning are different. Education which respects personal differences must take this into account. ( Mullins 124) Single-gender schools seem logical, than, to a public that accepts that gender differences are real and likes the idea of expanding choices. (Silv...