Same-Sex Schools
Controversy over gender-segregated versus coeducational classrooms has raged over the past several decades. Among the arguments there are four primary sources of contention. These include socialization, stereotyping, academic gain/loss, and whether or not students should be allowed an option between coed or single-sex classes. Opponents claim that the negatives far outweigh the positives for both boys and girls while supporters of this system of classroom division maintain that students profit in numerous ways. “In the United States, part of the rationale for single-sex schooling is the view that adolescents create a culture in school that is at odds with academic performance and achievement” (Hughes). The student-created climate …show more content…
For centuries boys were sent to school while girls were kept at home to learn to maintain households and raise families. As societies began to recognize that females could learn equally well, girls’ schools became popular. During the early history of America, both boys and girls were sent to school to learn primarily about important components of their religion. Thus, coeducation was born. Throughout the pioneer days, one room schools housed both genders. Public school systems became the standard during the late nineteenth and early twentieth centuries. Mixed-gender classrooms continued without question until the 1970’s. At that time, Title IX was passed; that effectively put an end to the possibility of single-sex classrooms (Hughes). “Title IX became law prohibiting discrimination based on sex in education programs and activities in federally funded institutions” (Hughes). After years of arguing about whether this type of learning environment is constitutional or not, George Bush came along with his No Child Left Behind Legislation. The team of educational experts that advised President Bush pushed for major changes in the American public school system. They felt that No Child Left Behind Legislation offered an opportunity for the reintroduction of single-sex classrooms or schools. Therefore, sections of Title IX were rewritten to accommodate gender-segregated classes (Hughes). Throughout the nation, the idea …show more content…
Little girls are expected to pretend to be princesses and mommies, and little boys assume the roles of soldiers, firemen, or football players. When they start school, coeducation classrooms tend to reinforce these stereotypes. In a study by a professor and her student, preschool children showed an increase in gender stereotypes when they played and chose toys. In the prepared setting, the teacher was instructed by the researcher to line the children up and then separate them by gender. The teacher then asked the students to work separately. When the children completed assignments, they were to post their work on gender-specific bulletin boards. After just a couple of weeks, students played less with children of the same-sex. This led the researchers to conclude that when children are separated by gender it encourages sexism. This may lead to students believing that one gender is better than the other. However, this study may not prove to be accurate since the entire project lasted only two weeks and was conducted in only one classroom (Penn State). More scholarly research indicates the exact opposite reaction to stereotyping occurs in single-sex classrooms. Children, when separated by gender, do not appear to stereotype one another. Girls feel free to choose toys or activities that have traditionally been considered masculine. Teachers find that “eliminating gender stereotypes in the classroom has demonstrable
Controversy over gender-segregated versus coeducational classrooms has raged over the past several decades. Among the arguments there are four primary sources of contention. These include socialization, stereotyping, academic gain/loss, and whether or not students should be allowed an option between coed or single-sex classes. Opponents claim that the negatives far outweigh the positives for both boys and girls while supporters of this system of classroom division maintain that students profit in numerous ways. “In the United States, part of the rationale for single-sex schooling is the view that adolescents create a culture in school that is at odds with academic performance and achievement” (Hughes). The student-created climate …show more content…
For centuries boys were sent to school while girls were kept at home to learn to maintain households and raise families. As societies began to recognize that females could learn equally well, girls’ schools became popular. During the early history of America, both boys and girls were sent to school to learn primarily about important components of their religion. Thus, coeducation was born. Throughout the pioneer days, one room schools housed both genders. Public school systems became the standard during the late nineteenth and early twentieth centuries. Mixed-gender classrooms continued without question until the 1970’s. At that time, Title IX was passed; that effectively put an end to the possibility of single-sex classrooms (Hughes). “Title IX became law prohibiting discrimination based on sex in education programs and activities in federally funded institutions” (Hughes). After years of arguing about whether this type of learning environment is constitutional or not, George Bush came along with his No Child Left Behind Legislation. The team of educational experts that advised President Bush pushed for major changes in the American public school system. They felt that No Child Left Behind Legislation offered an opportunity for the reintroduction of single-sex classrooms or schools. Therefore, sections of Title IX were rewritten to accommodate gender-segregated classes (Hughes). Throughout the nation, the idea …show more content…
Little girls are expected to pretend to be princesses and mommies, and little boys assume the roles of soldiers, firemen, or football players. When they start school, coeducation classrooms tend to reinforce these stereotypes. In a study by a professor and her student, preschool children showed an increase in gender stereotypes when they played and chose toys. In the prepared setting, the teacher was instructed by the researcher to line the children up and then separate them by gender. The teacher then asked the students to work separately. When the children completed assignments, they were to post their work on gender-specific bulletin boards. After just a couple of weeks, students played less with children of the same-sex. This led the researchers to conclude that when children are separated by gender it encourages sexism. This may lead to students believing that one gender is better than the other. However, this study may not prove to be accurate since the entire project lasted only two weeks and was conducted in only one classroom (Penn State). More scholarly research indicates the exact opposite reaction to stereotyping occurs in single-sex classrooms. Children, when separated by gender, do not appear to stereotype one another. Girls feel free to choose toys or activities that have traditionally been considered masculine. Teachers find that “eliminating gender stereotypes in the classroom has demonstrable