In today’s society, men and women are still attempting to break gender boundaries that prevent one from doing what he or she is interested in. Math and sciences are often reserved for boys, while English and art classes are directed more towards girls. However, in a single-sex environment, boys and girls will be less pressured to stick with the status quo. In the article “Academic self-concept, gender and single-sex schooling,” Alice Sullivan claims, “boys are especially likely to rate their abilities more highly than girls in subjects that are perceived as ‘masculine’ such as mathematics and the sciences (260). Boys are typically more inclined to have a better perception of themselves in these subjects, rather than choosing a more “feminine” subject such as reading or writing. The gender stereotyping of masculine and feminine subjects is usually seen in co-ed settings. Girls and boys may struggle with the desire to explore a subject, but because of the stereotypes do not want to branch out and be different. Single-sex schools provide students with a better opportunity to tak...
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...do from single-gendered learning environments” (934). Girls are given more opportunities for success in a single-sex school. There is less pressure, where they are free to challenge themselves and delve into subjects they might not explore in a co-educational school. Self-perceptions differ for girls and boys in co-educational environments compared to those in single-sex environments. For example, a girl’s “…perceptions of one’s abilities are powerful moderators of achievement behavior, suggesting that lowered self-perceptions correspond to decreased levels of participation in mathematics and science” is more likely than their self-perception in an English or art class (Shapka and Keating 935). Without the added pressure, boys and girls in a single-sex school have more opportunities to learn and gain knowledge that might not be beneficial in a co-educational school.
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