Why Segregate Them if We Live in A Mixed World?

It is believed that single sex schools systems are beneficial because of the psychological and pedagogic difference between boys and girls. It is argued that their preference and necessities are different and are accentuated according to their sex. Under pressure competitions positively stimulate boys, and girls prefer doing teamwork where everyone wins. It is also argued that what changes in the classroom is the method, and not the content of what is being learned. However, resent research shows that single-sex education fails to produce academic benefits and inflates gender stereotyping.

For a long time now, proponents of single-sex schooling have argued that boys and girls differ in brain functioning, interests, stress responsiveness and that they cannot be taught effectively in the same classroom. However, there is no well-designed research showing that single-sex education improves students’ academic performance. Scientists agree there is much more overlap than difference between boys and girls in their brains. Learning is best accomplished when the delivery method matches the subject matter. It is not single-sex education that is producing positive results with students but rather it is the motivation of the teacher and the resources that are available.

Even if enrollment were purely optional, the mere existence of segregated classes would lead to increase sexist stereotyping and prejudice. Classroom assignment based on gender teaches children that males and females have different types of intellects, and reinforces sexism in schools and the culture at large. Research on peer relations indicates that children who interact mostly with the same-gender peers develop increasingly narrow skill sets and interests. Developmental research finds better mental health outcomes among children who develop a mix of traditionally masculine and feminine skills and interests.

Single-sex schooling reduces boys and girls opportunities to learn from and about each