Sexual Classrooms And Single Sex Classrooms Essay

Sexual Classrooms And Single Sex Classrooms Essay

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Why This “Gender”ation Needs Coeducation
Today most classrooms, whether elementary, middle, or high school-level, consist of a conglomeration of both males and females, making them coeducational. However, single-sex classrooms and single-sex schools, from the elementary level all the way to the collegiate level, still exist today. Michael Gilbert, writing for The Christian Science Monitor is a strong proponent for separating boys and girls in the classroom, particularly at younger ages due to fundamental differences in the ways boys and girls perceive the world and learn from their surroundings (1). In his article “Single-sex Classrooms Help Children Thrive”, Gilbert focuses on differences such as the fact that boys “develop more slowly in everything, even the simple ability to sit still” (1). Gilbert claims that males are now a minority when it comes to collegiate enrollment, and the women outnumber the men “almost three to one” (1). While males and females do, in fact, learn differently, classes should still be co-educational for a variety of reasons, including preventing harmful gender stereotypes, promoting cooperation between males and females, and fostering respect for the opposite sex.
Views on coeducation have drastically changed in the last several hundred years. In the late eighteenth and early nineteenth centuries (pre-American Civil War), women’s education advocates held the viewpoints that women were “equals of men in terms of morality and responsibility, but they saw too that women’s destinies were to be different than men’s” (Shmurak 5). Thus, women were not seen as lesser than men or even as property, but women were still expected to pass their lives with homemaking, working at a career where they would be paid ...


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...erative learning strategies that now exist with a more abstract and competitive plan of action, and then allow choice for participation for both sexes” (2). By having boys and girls working together inside and outside of the classroom for both scholastic and non-scholastic efforts (e.g. group projects/presentations or games during recess on the playground, respectively) students can learn how to efficaciously communicate with the opposite sex, skills that will be useful as they grow older and must work together with the opposite sex on a daily basis during their careers. Effective coeducation does not try to diminish the differences between males and females; in fact, effective coeducation can efficiently and strategically emphasize the inherent differences between men and women to create a comprehensive educational experience for all the pupils who are involved.


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