Should Boys And Girls Be In Separate Classes

Topics: Gender, Single-sex education, Education Pages: 3 (941 words) Published: February 28, 2015
Should boys and girls be in separate classes?

Main point 1: Promote gender stereotyping and fixed gender roles. Bullying
“Single-sex education can be especially harmful for children who do not conform to gender stereotypes. Peers are often the strongest enforcers of sex roles. Boys who do not fit the tough, athletic mold and girls who do not fit feminine stereotypes are subject to bullying or exclusion from other children.” Kimmel, M. (2008). Guyland: The perilous world where boys become men. New York: HarperCollins Publishers.

“It appears that bullying is more severe in single-sex academies, which lack the buffering effects of the opposite sex.” Jackson, C. (2002). Can single-sex classes in co-educational schools enhance the learning experiences of girls and/or boys? An Exploration of Pupils’ perceptions. British Educational Research Journal, 28, 37-48.

”When children are separated based on simple biological characteristics, there is potential for serious harm. First, the very act of segregation fosters the belief in deep, far-reaching behavioral and ability differences, which runs counter to the true, statistically modest sex differences that do exist.“ Hyde JS (2005) The gender similarities hypothesis. American Psychologist

“Research shows that segregation promotes stereotyping. When teachers emphasize gender, for instance, by lining up boys and girls separately, the children develop more stereotypic views of gender than peers in classrooms where gender is not emphasized.” Hilliard, Lacey J.; Liben, Lynn S. 2010. Differing levels of gender salience in preschool classrooms: Effects on children's gender attitudes and intergroup bias. Child Development, 81: 1787-1798.

“In fact, segregated classes also increase teachers’ stereotyping.” Datnow, A., Hubbard, L., & Woody, E. (2001) Is single-gender learning viable in the public sector? Lessons from California's pilot program. Toronto: Ontario Institute for Studies in Education.

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