The Importance Of Same-Gender Education

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Some research also suggests that boys are falling behind in terms of academic ability, and according to Skelton (2010, p.195) the “main issue is the predominance of women teachers which has been argued to have led to primary schools favoring girls and ‘girls’ learning styles over those of boys” This puts young boys at a disadvantage because they will not feel engaged or nurtured, and will not interact as much as girls. As Allison, Gosse and Parr (2008, p.59) would state, “Boys, some would argue, struggle more in school than girls and are fast becoming a minority in many disciplines” which can be linked back to the lack of male teachers and lack of male motivation for them, and stresses the fact that we need to do what is best for boys to ensure …show more content…
Cushman (2010, p.1212) does not believe this theory, and states “assumptions that a ‘gender match’ between students and teacher is beneficial to achievement is based on social learning and sex role theories that naively imply notions of identification and emulation between student and teacher.” This indicates that it is sexist and thought only men can improve boys learning and only a female teacher can encourage a girls learning. Also, young children want to excel their teachers expectations and in order to make them proud as teachers are someone they look up to, regardless of …show more content…
Pupils want a teacher who gives them a fair chance with learning and behavior, and who is kind and caring towards them, whether that is male or female. Therefore because of these theories and the idea that a male teacher is a strong and dominant force in the classroom, it has now become an expectation for the male teacher to portray this role. As Hepburn (2013) states that “younger men were frustrated at the common assumption they were naturally better-equipped to take charge of a particularly badly behaved class” which goes to show the stereotyping which takes place within the school.
Stereotyping male teachers
The stereotyping of male teachers’ within schools is a real problem and can be disheartening for any teacher, as Newman and Foster (2007, p.346) suggests,
“‘identity bruising’ can take different forms and may come from a number of different quarters… arise from ‘common sense’ beliefs that primary teaching is an ‘unsuitable’ job for a man, either because primary teaching lacks status, or because men could be a ‘danger’ to young

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