Research paper about single-sex education
1. Introduction
“ The American tradition favors pluralism, diversity, and choice. There should be coed schools for those who want them and single–sex school for those who prefer an environment free of the pressures of the dating game. “ (Diane Ravitch, “Why not a girls school ?”, New York Post 1997)
Single–sex education, also known as single gender education, is organization of education where girls and boys are divided into separate classes or schools to study. In many cultures single-sex education is also referred to as the basis of tradition as well as religion. It is prevalent in many areas in the world such as the United Kingdom, Australia, India, Korea, Japan and the United States.
However, a methodical review published in 2005 covering 2221 studies was found out by the US Department of Education that the result of studies on the effects of single gender schooling are controversial. Advocates believe that it gives students positive impacts on test scores graduation and solutions to behavioral difficulties. Opponents, however, show that such effects is inflated and such segregation can lead to increased prejudice and cost students social skills.
Thus, in this paper we will discuss about the merits and drawbacks of single-sex education.
2. Discussion of findings
2.1. Context of Single-sex Education in the United State
In the late 1980s educational leaders started to found single-sex classes as a potential solution to deal with the problems inside urban schools. However, efforts to create public single-sex schools faced disagreements in the courts during 1990s. School officials in Ventura California (1993) and Irvington (1994) tried to experiment with single gender education but failed because of legal challenges (Wash 1996, cited in Early Implementation of Public Single-Sex Schools 2008, p.2). Opponents of same-sex schools argued that single-sex schools and classrooms might be a step back, taking us away from gender equality in education.
“ The American tradition favors pluralism, diversity, and choice. There should be coed schools for those who want them and single–sex school for those who prefer an environment free of the pressures of the dating game. “ (Diane Ravitch, “Why not a girls school ?”, New York Post 1997)
Single–sex education, also known as single gender education, is organization of education where girls and boys are divided into separate classes or schools to study. In many cultures single-sex education is also referred to as the basis of tradition as well as religion. It is prevalent in many areas in the world such as the United Kingdom, Australia, India, Korea, Japan and the United States.
However, a methodical review published in 2005 covering 2221 studies was found out by the US Department of Education that the result of studies on the effects of single gender schooling are controversial. Advocates believe that it gives students positive impacts on test scores graduation and solutions to behavioral difficulties. Opponents, however, show that such effects is inflated and such segregation can lead to increased prejudice and cost students social skills.
Thus, in this paper we will discuss about the merits and drawbacks of single-sex education.
2. Discussion of findings
2.1. Context of Single-sex Education in the United State
In the late 1980s educational leaders started to found single-sex classes as a potential solution to deal with the problems inside urban schools. However, efforts to create public single-sex schools faced disagreements in the courts during 1990s. School officials in Ventura California (1993) and Irvington (1994) tried to experiment with single gender education but failed because of legal challenges (Wash 1996, cited in Early Implementation of Public Single-Sex Schools 2008, p.2). Opponents of same-sex schools argued that single-sex schools and classrooms might be a step back, taking us away from gender equality in education.
References: Amy, N. 2011, ‘Coed verus single-sex ed’, viewed 3 March 2013, http://www.apa.org/monitor/2011/02/coed.aspx. Billger, S. 2007, Does attending predominately female schools make a difference? Labor Market Outcomes for Women, Springer US, Illinois State University. Bonnie, F., Margaret, B., Andrew, S., Adam, T., Cornelius, R. 2008, Early Implementation of Public Single-Sex Schools: Perceptions and Characteristics, US Department of Education, Washington, D.C. Conley, M. 2011,’ Single-sex schools have negative impact on kids, says study’, viewed 10 March 2013, http://abcnews.go.com/Health/single-sex-schools-negative-kids-study/story?id=14581023. David, C. 2012, ‘Single-Gender Classes Can Respond to the Needs of Boys and Girls’, viewed 3 March 2013, http://www.ascd.org/ascd-express/vol5/512-newvoices.aspx. Kristin, S. 2012, ‘Single-sex education: the pros and cons’, viewed 3 March 2013, http://www.greatschools.org/find-a-school/defining-your-ideal/1139-single-sex-education-the-pros-and-cons.gs. Lewin, T. 2011, ‘Single-Sex Education Is Assailed in Report’, viewed 28 February 2013, http://www.nytimes.com/2011/09/23/education/23single.html?_r=0. Liam, J. 2005, Single-Sex Versus Coeducational Schooling: A Systematic Review, US Department of Education, Washington, D.C. National Association for Single-Sex Public Education, viewed 30 January 2013, http://www.singlesexschools.org/home-introduction.htm. Quotations on Single Sex Education, viewed 30 January 2012, http://www.nyfera.org/?page_id=654.