How does a student behavior differs from going to a single sex school compared to a unisex school? It has been debated for long time what is the for our kids. We want the best educations for our children and give them equal opportunity for the future. It has been debated before since the government gives funding to mixed schools and is not allowed to give funding to private single sex schools. If single sex school is better, should the government should a allow public schools to be single sexed. I found out from the study that instead of debating on single sex schools and mixed schools we should give more funding to the public school and give more students the attention they need.
Article I In the first study, they observe low-income and …show more content…
M., Velásquez, A.,M., & Stella-lopez, L. (2013))This study included fourth,fifth and sixth grade girls from same and mixed schools.Self-report questionnaires were used to measure peer victimization. The goal of the study was to find the relation between two aspects of gender identity, especially pressure to adapt to gender norms and peer victimization in two social contexts, single and unisex schools. The two studies were in two cities in Colombia. Girls felt a higher pressure in mixed sex schools than the all girl school. In mixed schools girls were victimized even if they were high on the scale of the norm. In single sex the more gender typical the less victimized you are. However the less gender typical the more victimized. The girls in the mixed sex environment rated themselves as less typical and as feeling less pressure to conform to gender norms. It seems like the higher the level of peer victimization in mixed-sex schools may be associated with higher levels of gender atypical behavior. The type of school is not what contributes to the link between gender typicality and victimization but rather the level of felt pressure to conform to gender …show more content…
The school size was 500-550 students with a mix of children from mainly white, working-class and middle-class backgrounds. Math was the only subject in the school to be taught in single-sex classes with the the usual exception of physical education. Year 7 was the only year group at this stage to be taught this way. Students perception was measured using the self Description Questionnaire-II. The questionnaire tapped three areas,: students perceptions of the differences between single-sex and mixed-sex mathematics classes and the best and worst features of single-sex classes; student’s perceptions of their relative achievement, enjoyment and confidence levels in the different types of math classes; and the students view regarding the continuation of single sex math classes and the possible extension of single-sex groups to other areas of the curriculum. In the single-sex mathematics classes appeared to be perceived very favourably by the majority of girls. 80% of the girls wanted to continue with girls only groups beyond Year 7. Some boys did better in class, some felt like it did not help or hindered their progress in mathematics. However, boys felt less confident in a group of only boys. The boys reported getting more punishment in boy only groups. The boys felt more distracted by chatting with friends. In conclusion the studies suggest that academic
Article I In the first study, they observe low-income and …show more content…
M., Velásquez, A.,M., & Stella-lopez, L. (2013))This study included fourth,fifth and sixth grade girls from same and mixed schools.Self-report questionnaires were used to measure peer victimization. The goal of the study was to find the relation between two aspects of gender identity, especially pressure to adapt to gender norms and peer victimization in two social contexts, single and unisex schools. The two studies were in two cities in Colombia. Girls felt a higher pressure in mixed sex schools than the all girl school. In mixed schools girls were victimized even if they were high on the scale of the norm. In single sex the more gender typical the less victimized you are. However the less gender typical the more victimized. The girls in the mixed sex environment rated themselves as less typical and as feeling less pressure to conform to gender norms. It seems like the higher the level of peer victimization in mixed-sex schools may be associated with higher levels of gender atypical behavior. The type of school is not what contributes to the link between gender typicality and victimization but rather the level of felt pressure to conform to gender …show more content…
The school size was 500-550 students with a mix of children from mainly white, working-class and middle-class backgrounds. Math was the only subject in the school to be taught in single-sex classes with the the usual exception of physical education. Year 7 was the only year group at this stage to be taught this way. Students perception was measured using the self Description Questionnaire-II. The questionnaire tapped three areas,: students perceptions of the differences between single-sex and mixed-sex mathematics classes and the best and worst features of single-sex classes; student’s perceptions of their relative achievement, enjoyment and confidence levels in the different types of math classes; and the students view regarding the continuation of single sex math classes and the possible extension of single-sex groups to other areas of the curriculum. In the single-sex mathematics classes appeared to be perceived very favourably by the majority of girls. 80% of the girls wanted to continue with girls only groups beyond Year 7. Some boys did better in class, some felt like it did not help or hindered their progress in mathematics. However, boys felt less confident in a group of only boys. The boys reported getting more punishment in boy only groups. The boys felt more distracted by chatting with friends. In conclusion the studies suggest that academic