Single-Sex Classrooms
For decades, single-sex classrooms in coed public schools were considered fitting for K-12
environments (Pollard, 1999). Even during the 1960s and well into the early 1970s boys and girls were
separated for certain classes every day. Girls went to home economic classes while boys went to
agricultural classes. These separations were required and said to benefit children for the roles they
would face as adults (Pollard, 1999). Single-sex classes are no longer common in public schools. Laws like
Title IX prevent gender discrimination in education. This law also changed women’s and men’s roles and
gives them the same educational practice (Pollard, 1999). It enables both males and females the rights
to learn in similar ways.
Although separate classrooms help boys and girls learn and focus on their specific needs in an
educational world, federal law states that public schools are required to provide equal opportunity in
education. Although boys and girls learn differently, we have to take into effect the “separate but equal”
issue (Feld, 2006). The Supreme Court has already dealt with discrimination in education. In 1954, in the
case Brown vs. Board of Education was focused on the segregation of blacks and whites in schools, but it
also covered the segregating of males and females. So by law, to offer classes separated by sex and
offering different material or information is an unequal learning environment (Gandy, 2009).Separating
these students is unethical and unlawful.
All students should have to work with each other to learn to focus on the expected outcome.
Even though studies show boys and girls tend to focus and expand their learning when they are in a
separate class, they aren’t always going to be in an all girls or all boys world. Heather Turoczi stated,
“They say they feel more comfortable in sex-segregated classrooms. The boys don’t feel like they need
to put on a big show for the girls, and the girls feel like then can strive academically without having to
dumb down their abilities” (Standen, 2007). However, it should be up to the student to learn and not to
be threatened or embarrassed with learning something new. In research, students in single-sex classes
break stereotypes placed on boys and girls (Gandy, 2009). These classes are more likely to have students
with higher self-esteem, and the students have a greater yearning to learn and participate in class
discussion. Students need to be more willing to participate and not feel worried about being
embarrassed with learning no matter who they are around. Being embarrassed about learning around
the opposite sex shouldn’t be an excuse to not participate in classes.
Single sex classrooms may contribute to stereotyping. The stereotypes about males states that
they tend to be more assertive and outspoken while females tend to be quieter and shy (Gandy, 2009).
Sending this stereotype makes males feel that they have more power or control. In co-educational
classes girls are not likely to be called on or praised for comments made in class discussion. Reports
show that there is no evidence that single-sex education gives girls an advantage (Feld, 2006). However,
categorizing females with the shy stereotype could drive them to be more aggressive when it comes to
scholarships with college or jobs with benefits. On the other hand, students could take offense to
stereotypes and never want to take a chance. Take for example girls that are classified as shy may not
want to participate in classes or share their answers. Boys, being classified as assertive, will walk all over
the other students because they feel they are superior over the others. Stereotypes limit students to
reach their full potential. Single sex education isn’t giving students a push to learn new things when they
put stereotypes on students.
To understand how educational policies can be unfairly discriminatory. In all of publick
education, schools must follow standards. By meeting those standards, teachers provide a curriculum
for all students to learn the needed material. Teachers then create a way of teaching the material so
that it is understood by all students. In the divided classrooms, teachers are to provide strategies or
opportunities that cannot be met in coed classes (Sax, 2008). For example in an all girl’s class, the
teacher can make adjustments or state examples that will be understood by girls, whereas boys
wouldn’t be able to relate to that way of teaching. The boys would have to be taught or lectured in a
different manner to understand the material. Teachers lecture the material so that every student is able
to understand. However, schools don’t need to separate students to meet their learning needs. Normal
classrooms are required to teach to meet every students needs. Separating males and females into
separate classrooms would be irrelevant if teachers are following the standards.
An issue with single sex classrooms is that this world is not divided into single sex jobs. Splitting
up students at an early age isn’t preparing them for the real world (Gandy, 2009). Most colleges do not
separate students into separate classrooms to learn. Students need to learn to work with everyone from
the beginning. It would be hard to communicate or work with people of the opposite sex if they weren’t
exposed to that sort of environment. When one goes to look for a job, they wouldn’t likely see a
business that is all male or all female. Males work with females on a daily basis. For instance, in schools
there are both male and female teachers. All professions, from pilots to music teachers, are gender
mixed.
Single-sex classrooms may have some positive aspects but splitting students up still makes no
sense. Gender separated class rooms will not prepare students for the gender mixed world that is
before them. If students can’t learn with members of the opposite sex, how will they be able to work in
a professional environment? Students need to experience coed classrooms to be better prepared for the
future.
Works Cited
Feld, R. (2006, July 6). More schools test single-sex classrooms. MSNBC, November 30, 2009,
http://www.msnbc.msn.com/id/13229488/ns/us_news-education/
Gandy, K. (2009). Should Public Schools Offer Single-Sex Education?
Pollard, D. S. (1999, October). WEEA Digest, November 30, 2009,
http://www2.edc.org/WomensEquity/pubs/digests/digest-singlesex.html
Sax, L. (2008). National Association For Single Sex Public Education, November 30,
2009,http://www.singlesexschools.org/evidence.html#top
Standen, A. (2007, February). Edutopia, November 30, 2009, http://www.edutopia.org/single-sexeducation