Single-sex schooling has characterized private education for decades. However, the amendment of Title IX by the Department of Education in 2004 effectively allowed for public schools to pursue gender segregation either in entire schools or classes. In 2006, single sex schools were formally legalized and even incentives provided for public schools to transform into single sex schools instead of just providing single sex classes within coeducation schools. The advent and legalization of single sex schools was mainly as a response to concerns from certain sections of the society that coeducation was promoting gender inequity in education. Some of the main concerns include the observation that coeducation schools were responsible for education stereotypes amongst boys and girls. Some of these stereotypes inc single-section that mathematics and sciences are traditionally for males while females are proficient in hum single-sex languages. Thus, single-sex schools were muted as a way to allow boys and girls to pursue their interests without having to face stereotypes (National Association for Single Sex Public Education, 2011). Kiselewich (2008) advocates for gender segregation in education on a separate but equal basis just as is accepted in athletics. The evidence put forward to support single-sex schools extrapolated from studies that are not directly related to single-sex education. For instance, advantages given for single-sex schooling were mainly drawn from studies on peer/role model effect. Hoxby’s (2000) class size study findings indicated that classes with majority female students had better performance in certain subjects. This is only indirectly related to single-sex education, and there is no evidence that the impact on boys may be equal to that of girls. Other considerations that backed gender segregation stated that girls were likely to pursue male-dominated careers if they attended single-sex schools. The argument further stated that women in single-sex colleges pursued mathematics and sciences on a much greater level than those in coeducation schools (Billger, 2006). The Counterproductive Nature of Gender Segregation in the Education System One of the explanations as to why the promotion of gender segregation in the education system is counterproductive is that it promotes the same gender stereotypes it is said to be addressing. There are several aspects through which this is seen beginning with the insistence that by proponents of single-sex schools that such a system places girls in a position to handle mathematics and sciences. By doing this and by labeling single-sex schools as facilities where girls can pursue these areas of study, the perception that such subjects are better and that girls cannot excel in them is further strengthened.
The study "Gender Segregation In The Education System" investigate the impacts of gender segregation in the education system and whether it is still needed in public schools. It is counterproductive to the education system, hence should not be encouraged in public schools…
Vertical segregation occurs when there are gender differences with clustering of males and females at different levels within the same profession. This can occur when, for example, the high salary and high prestige jobs are taken by males, while women who may be equally well qualified do not attain these positions.
Horizontal Occupational Gender Segregation is particularly existent in jobs or work where men are considered superior to women. In this paper, we shall discuss occupational segregation between men and women and the reason behind this kind of segregation (Blackburn).
Constable (2008) declares the family and school to be the central places for the development of children as they lead the way towards the hopes for the proper socialization of the next generation. Every nation has established unique ways to coach adolescents: some educational institutions introduce co-education and boys and girls study in the same school and classroom sharing the same environment, libraries, science labs and studying rooms.
Horizontally, women are disproportionately clustered into a narrow range of jobs that are regularly regarded to be ‘ghetto occupations’. Ghetto occupations have been classified as those which are female dominated and of low status, poor pay, with narrow job content, and that have few prospects of promotion.
Gender and Sexual Studies: Case Study of the Education System in Sudan. This essay seeks to answer the question on the importance of gender equality in development. In order to get a deeper understanding of the issue, the paper makes reference to the issue of the education system in Sudan.
Crucial to the development of social cohesion within a pluralist nation are educational policies and practices that strive to extend discourse on continuing inequalities and exclusion within the education system (Department of Education & Science, 2006).
Furthermore, for much of the last century, racial, gender, ethnic, and religious minorities have been facing legal exclusion and unequal treatment. Until the second decade of the last century, even white women were legally deprived of the political rights and in many states, they could not enter certain occupational fields.
In America, everyone has a right to education, equal education for that fact. In as early as 1900, racial segregation was widely practiced even in schools. Non white children attended different schools from
Blow writes about the apparent lack of the interest and encouragement of STEM and science oriented programs to black children in America. The notion is reinforced by statistical evaluation of how prestigious colleges and companies turn down African American school requests and employment applications.
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