Annotated Bibliography: Gender Segregation In Public Schools
Running Head: Gender-Specific Schools
Gender-Specific Classrooms in Public Schools:
By:
Donald Gatlin
ENG 1010
Cory Goehring
12-7-2014
Gender-Specific Schools
Utilizing the search engine, EBSCO, I reviewed five articles pertaining to the subject of
Gender segregation in public schools. The articles were published between 1999 and 2010. It was my hypothesis that though many different factors can account for test scores, gender-segregated classes in public schools would show increased scores over public school with equal social and economic standards. I also presumed to find a higher quality of behavior among gender-segregated classes. Beyond that, I hypothesized that …show more content…
This follows the idea that boys and girl’s brains are hard-wired differently and thus develop, process and respond differently (Hagg, 2000). Studies that followed classrooms using gender specific curriculum and teaching styles noticed an increased responsiveness amongst both male and female’s students, with a greater responsiveness among males. Likewise, teachers using gender specific material found a greater satisfaction in teaching.
The idea of gender-specific curriculum is apparently a new and slightly underdeveloped premise in gender-segregation. Though every study I explored followed single sex classrooms, only two indicated the usage of gender-specific material. Thus, while well meaning intentions might be at the root of gender-segregation, it seems to end at the simple act of segregating classes. Hagg points out this deficiency in his study, and surmises that “merely segregating boys and girls in different classrooms without deploying
Gender-Specific …show more content…
This is a continual point of contention to gender segregation and one that repeatedly arises within the US Department of Education (Jackson, 2010). In conclusion, I believe the greatest benefit to gender-segregated classrooms appears to be the subsequent effect on behavior and self-esteem. Across the board, girls showed in improved rate of self esteem and confidence while boys displayed greater behavioral skills and discipline. This in itself would be cause enough to implement more single-sex classrooms in public schools.
References
Haag, P., & ERIC Clearinghouse on Elementary and Early Childhood Education, C. L.
(2000). K-12 Single-Sex Education: What Does the Research Say? ERIC Digest.
Jackson, J. (2010). "Dangerous Presumptions": How Single-Sex Schooling Reifies False
Notions of Sex, Gender, and Sexuality. Gender and Education, 22(2), 227-238.
Mael, F., Alonso, A., Gibson, D., Rogers, K., Smith, M., & Department of Education, W. C.
(2005). Single-SexVersus Coeducational Schooling: A Systematic Review. Doc #
2005- 01. US Department of Education.
Riordan, C., Faddis, B. J., Beam, M., Seager, A., Tanney, A., DiBiase, R., & Department of
Education (ED), O. (2008). Early Implementation of Public Single-Sex
Gender-Specific Classrooms in Public Schools:
By:
Donald Gatlin
ENG 1010
Cory Goehring
12-7-2014
Gender-Specific Schools
Utilizing the search engine, EBSCO, I reviewed five articles pertaining to the subject of
Gender segregation in public schools. The articles were published between 1999 and 2010. It was my hypothesis that though many different factors can account for test scores, gender-segregated classes in public schools would show increased scores over public school with equal social and economic standards. I also presumed to find a higher quality of behavior among gender-segregated classes. Beyond that, I hypothesized that …show more content…
This follows the idea that boys and girl’s brains are hard-wired differently and thus develop, process and respond differently (Hagg, 2000). Studies that followed classrooms using gender specific curriculum and teaching styles noticed an increased responsiveness amongst both male and female’s students, with a greater responsiveness among males. Likewise, teachers using gender specific material found a greater satisfaction in teaching.
The idea of gender-specific curriculum is apparently a new and slightly underdeveloped premise in gender-segregation. Though every study I explored followed single sex classrooms, only two indicated the usage of gender-specific material. Thus, while well meaning intentions might be at the root of gender-segregation, it seems to end at the simple act of segregating classes. Hagg points out this deficiency in his study, and surmises that “merely segregating boys and girls in different classrooms without deploying
Gender-Specific …show more content…
This is a continual point of contention to gender segregation and one that repeatedly arises within the US Department of Education (Jackson, 2010). In conclusion, I believe the greatest benefit to gender-segregated classrooms appears to be the subsequent effect on behavior and self-esteem. Across the board, girls showed in improved rate of self esteem and confidence while boys displayed greater behavioral skills and discipline. This in itself would be cause enough to implement more single-sex classrooms in public schools.
References
Haag, P., & ERIC Clearinghouse on Elementary and Early Childhood Education, C. L.
(2000). K-12 Single-Sex Education: What Does the Research Say? ERIC Digest.
Jackson, J. (2010). "Dangerous Presumptions": How Single-Sex Schooling Reifies False
Notions of Sex, Gender, and Sexuality. Gender and Education, 22(2), 227-238.
Mael, F., Alonso, A., Gibson, D., Rogers, K., Smith, M., & Department of Education, W. C.
(2005). Single-SexVersus Coeducational Schooling: A Systematic Review. Doc #
2005- 01. US Department of Education.
Riordan, C., Faddis, B. J., Beam, M., Seager, A., Tanney, A., DiBiase, R., & Department of
Education (ED), O. (2008). Early Implementation of Public Single-Sex