Single Sex Schools - Research Paper Example

? Single Sex Schools Number] The research paper aims to study the differences, benefits and disadvantages of single sex schools in comparison to co-education school. Therefore, in this research paper through the help of research studies the adversity of co-education system on the intellectual development of children in USA will be discussed. Along with it, how it effects student’s intellectual development, achievements and decision making skills. Therefore, this study will establish an argument in the favour of single sex schools and how it can bring long term fruitful results in secondary education (Public High Schools of USA). Opposite gender becomes a source of distraction for the pupils in high schools, therefore, single sex schools provide more focused environment to the students by removing their object of distraction. Education is a process which entails transference of knowledge and practices, development of skills and learning of new concepts through innovative and strategic skills of the educator (Burner, p.9). Thus, beneficial teaching entails successful transference of knowledge with the development of quality person along with prominent accomplishments of the learners. The teaching strategies applied and environment impacts adversely or optimistically on the learner, which means either it supports the learning style of the child or it hinders that process. Hence, this process essentially takes place in a specific environment developed by the educator. Therefore, the choice of educator in developing such an environment for the learners impacts hugely on them. Parents and teachers chose and set environment for their children, which supports their learning style. However, it is important for them to investigate further into their chosen environment as it directly impacts on the child due to his gender.The aim of this research paper is to study the differences, advantages and disadvantages between coeducation and single sex schools. Segregation in schools was an acceptable phenomenon in the olden times. However, with the commencement of Modernism and feminism movements the equality of women in all the areas of life was signified, for instance their social and political role and their right for higher quality education. Therefore, it promoted their participation and rights for higher education, which consequently resulted in admittance of girls in the same schools. The co-education was new and it was considered most beneficial for both girls and boys to learn and prosper; academically. Thus, co-education system is largely prevalent and active in the most parts of the world for teaching both girls and boys. Only in US majority of the schools only offer co-education school system and only a smaller percentage of schools offer single sex school system. In the recent years USA has faced serious decline over quality public education and lower high school graduate rate due to increased drop outs. Thus, government of America emphasized on developing a new policy or strategy, which would fully support the learning of its youth for its technological and educational development. According to study, American graduation rank has declined to 18th position among the developed countries, which is extremely low than before (Foster, p.2). Therefore, educators and policy makers have been considering single sex option for all public schools due to its impact on the academics of individuals. The notion which never came under research before was how male and female students impact on each other in an educational setting. In 2008, US Department of Education proclaimed that single sex schools benefit girls to pursue their carrier in mathematics or science as they minimize distractions, which consequently results in improved attention span and achievement record. However, in 2001 a law was passed against single sex schools, which clearly stated that if the single sex schools are equally available for both genders then such an education system can be approved otherwise, children should learn in the co-education setting (Hutchison & Mikulski). Florida Stetson University announced the results (2000) of their three year research study on a single sex school and co-education school. According to their test, 75% girls and 86% boys of the single sex schools were proficient in math and other literacy subjects. On the other hand, only 59% girls and 37% boys were found proficient in their co-education setting ("Single-Sex vs. Co-ed: The Evidence "). Moreover, a study held by UCLA presented the fact that girls passed out from single sex schools are better in academic achievements and academic orientations from co-educated girls especially, in logical subjects like IT and mathematics. Other researches do not support the aforementioned statement but they couldn’t suggest the adversities of it either ("Graduates of all-girls high schools show stronger academic orientations than co-ed graduates "). However, 2011 scientific study of “The Pseudoscience of Single-Sex Schooling” did not agree with the aforementioned claim and suggested stereotyping, a personality trait of single sex schooled boys (Halpern et al., p. 1706). Booker T. Washington High School in Memphis, Tenn. changed their teaching environment as segregated classes for girls and boys and accomplished 81.6% graduation rate in 2010, which was relatively higher than the previous graduation rate of 55% in 2007 ("Booker T. Washington High School Wins Race to the Top Commencement Challenge"). According to an article published in Huffington Post, girls pursuing education in single sex schools are more expressive, confident, can study for long durations, converse skilfully with teachers and peers, have higher SAT rate of 42% from their counterparts in co-education, but faced self-esteem issues, and are overburdened with increased academic pressure set by school and society (Sawyers). According to studies and several surveys, girls and boys perform better in the academics in the absence of the other. Their self-esteem has been analyzed as medium and concentration span more increased. Thus, single sex schools provide an environment to students of a specific gender which facilitates them to be responsive, expressive and confident. Therefore, these students are pro-active and self-motivated (Younger et al., p.177). Single sex schooling enables the students to focus mainly on their academic achievements and less on social adjustment unlike co-education schools. Where, girls and boys go beyond length and make immature decisions just to fit in (Duncan, p.156). Hence, these schools imply explicit gender teaching strategies so to promote learning among students according to their specific and significant needs. Due to facilitative environment according to gender specifications, girls/boys learn according to their pace, style and inclination without getting in the pressure of the other, to disregard their natural inclination in the area of study. Single sex gender schools make the process of identifying obstacles in learning process much easier, as educators need to consider only one gender and their deficiencies or preferred learning style (Gurina et al., p.5). On the other hand, in co-education teachers are often unable to recognize the real root cause of low grades of their pupil because they are unable to observe, note and analyze difference among these two genders completely. Furthermore, in single sex schools activities are limited and audience are alike therefore, students take extracurricular activities with more enthusiasm. As they mainly choose such activities for fun and pleasure not for gaining attention or impressing the opposite gender (Duncan, p. 156-157). Single sex school students demonstrate better discipline, behaviour, concentration span, which enables them to focus on their academics rather than on their social image. Thus, students in single sex school learn in an environment where their gender shortcomings and potential strengths are known and these students can express their intellectual lacking without being ashamed of it. Conclusively, single sex schools focus on their pupils through their gender specified strategies and provide them an environment, which scaffolds the process of learning along with diminishing the self-judgemental notions. However, there are some shortcomings of Single Sex Schools as well like they have higher cost of education, which is not affordable by middle class parents due to privatization. They do not necessarily provide the guarantee for good grades, as children differ in their learning pace and styles. Same gender classmates can be an apprehensive idea for some students, who cannot endure the same gender pressure due to any reason. Co-education schools facilitate communication and coordination skills. Hence, students learn to interact and accept gender differences much more easily than the students who study in single sex school. Boys qualified from single sex schools are often gender stereotype. The aspect of student diversity lacks at single sex schools. The absence of opposite gender can also cause adverse affects on pupil’s physical inclinations as they would be more inclined towards their own gender. Students cannot be facilitated from the demonstrated abilities of the opposite gender. Like maturation, etiquettes, strength, positive competition and support (Brooks, p.324). Single sex schools do not fully facilitate students to learn to work in an environment where they need to work hand in hand with the opposite gender. Co-education or mixed education has been a vastly implicated schooling system in the world, which promotes equal right for quality education to both genders under the same roof. It promotes healthy competition among girls and boys, which can motivate the one who lacks behind in academics. It is also an economical option for parents as most of the public schools are co or mixed education and single sex schools are unaffordable to them. It develops confidence in the presence of opposite gender and students can learn to interact with each other more easily. Moreover, negates gender stereotype behaviour (Chrisler & McCreary, p.291) and promotes all pupils on the basis of intellectual potential. Co-education students learn social skills in their prevalent environment and learn to carry them self professionally and personally. It also promotes student diversity and encourages acceptance and participation of the opposite gender at all levels hence, reduces hesitancy and curiosity aspect among them. Co-education environment becomes a source of invisible learning of opposite gender in-terms of their behaviour, capabilities, responses and achievements. However, co-education schools have its drawbacks like students have low concentration span especially among teenagers, who are distracted by opposite gender. Students under coeducation focus more on social acceptance rather than attaining academic accomplishments. They face sexual harassment dilemmas due to absence of supervision at times. They develop immoral conducts due to undue influence (sexual attractions) among the teenagers. At times, competition among opposite gender becomes negative due to competency and natural rivalry for leadership. Difference in physical appearance and lack of dress code creates havoc in classes and calls for undue problems for educators. It facilitates teenagers to engage in relationships, which changes their priority of success from academic to their social life. Both genders face inferiority complex due to the undue pressure of being represent-able at all times in-front of the opposite gender. Educational environment effects hugely on individuals; therefore, educationalists and policy makers need to devise an environment, which would facilitate primary and secondary education of children in the most promising manner. Through the aforementioned argument, a change in educational environment in terms of single sex school seems like a logical choice for USA Education Department to change its declining rate of graduates. Works Cited: 1. Bruner, Jerome S. The Process of Education. Cambridge: Harvard University Press, 2002. Print. 2. Brooks, Val. Preparing to Teach in Secondary Schools: A Student Teacher's Guide to Professional Issues in Secondary Education. Maidenhead: Open University Press, 2012. Print. 3. Chrisler, Joan C, and Donald R. McCreary. Handbook of Gender Research in Psychology: Volume 1. New York: Springer, 2010. Internet resource. 4. Duncan, Neil. Sexual Bullying: Gender Conflict and Pupil Culture in Secondary Schools. London: Routledge, 2001. Internet resource. 5. Foster, Grace A. The Effects of Single - Sex Education on Short and Long Term Extracurricular Participation. Diss. Elon University, 2012. Web. . 6. Halpern, D F, L Eliot, R S. Bigler, R A. Fabes, L D. Hanish, J Hyde, L S. Liben, and C L. Martin. "The Pseudoscience of Single-Sex Schooling." Science. 333.6050 (2011): 1706-1707. Print. 7. Gurian, Michael, Kathy Stevens, and Peggy D. Becker. Successful Single-Sex Classrooms: A Practical Guide to Teaching Boys and Girls Separately. New York: John Wiley & Sons, Inc, 2010. Internet resource. 8. "Graduates of all-girls high schools show stronger academic orientations than coed graduates ." Higher Education research Institute. HEIR, n.d. Web. 2 Apr 2013. . 9. United States. The White House Office of the Press Secretary. “Booker T. Washington High School Wins Race to the Top Commencement Challenge. Washington”: The WhiteHouse.Gov, 2011. Web. . 10. HUTCHISON, KAY BAILEY and BARBARA MIKULSKI. "A Right to Choose Single-Sex Education ." Wall Street Journal. (2012): n. page. Web. 2 Apr. 2013. . 11. Sawyers, Susan. "Are Single Sex Schools Good for Girls? ." HoffingtonPost. 4 Sep 2009: n. page. Web. 2 Apr. 2013. Read More