A time comes in every young teen's life when he or she must decide where to attend high school. As they examine which high school they want to go to, one of the factors they may come across is whether to go to a single-sex school or a co-educational school. While co-ed schools allow students to develop socially, single-sex schools have the advantage in academic success. Single-sex schools provide a conducive learning environment for students, allow teachers to teach according to gender and learning differences, and develop students to have positive attitudes towards learning and academics as a whole.
In every high school, whether single-sex or co-educational, a culture is created among the adolescents. "In coeducational settings, the culture is one of socialization where for some, academics might not be a priority" (Hughes 8). If these students were to be placed in single-sex classes, the distractions that exist in co-ed schools would disappear, resulting in a more conducive learning environment. Instead of trying to impress members of the opposite sex, students would be more focused on their school work. Boys have shown that they are more likely to participate during class in single-sex schools. At Matthew Henson Elementary School, the country’s longest all-boy classroom experiment, Dunkel reports, “a decrease in disciplinary problems, an increase in attendance levels, improved academic performances, and more positive attitudes” (Dunkel). Also in single-sex schools, the culture created resulted in a decrease in disciplinary problems and an increase in the academic performance of its students. These factors combine to create an overall positive attitude in single-sex schools, which maximizes student achievement.
There are many unchanging differences between males and females that go beyond the physical ones, including brain structure and brain development. For example, girls' brains develop faster than boys' brains. The girls' brain...
Cited: Caplice, K. (1994). The case for public single-sex education. Harvard Journal of Law & Public Policy, 18(1), 227-291.
Deem, Rosemary. Schooling for women 's work. London: Routledge. 1980.
Dowd, Nancy. The Man Question: Male Subordination and Privilege. New York: NYU Press. 2010.
Gill, Judith. Beyond the great divide: single sex or coeducation?. Sydney: UNSW Press. 2004.
Gross, Kate. "Effects of single-sex and coeducational schooling on the gender gap in educational achievement." Youth Studies Australia June 2009: 59. General OneFile. Web. 30 Jan. 2013.
Gurian, M., & Ballew, A. (2003). The boys and girls learn differently action guide for teachers. 1st ed. San Francisco: Josey-Bass.
Herr, K., & Arms, E. (2004). Accountability and single-sex schooling: A collision of reform agendas. American Educational Research Journal, 41(3), 527-555
Stanley, Richard. The concept of Education. London: Routledge. 2008.
Vail, K. (2002). Same-sex schools may still get a chance. Education Digest, 68(4), 32-38.
Please join StudyMode to read the full document