Table of Contents
Introduction
There have been looming debates concerning the disadvantages and advantages of girls only and boys’ only schools, alongside those that are mixed. There are a lot of reviews and research that have been implemented so as to compare the merits of the two sets of schools and the efficiency of either type. Issues of sociality have been raised amidst cultural contexts. These arguments have been based on the curriculum, choice of subjects, academic attainment and the social cultural aspects of the students. This has further been tied to the preparation of the students in tackling life after school. (Dale, 1969)
Performance
It has been assumed that best performing school are usually the single sex schools. A research done in England on the year 2006 revealed that out of the top schools, the single sex school took nine positions with those of girls taking seven slots. This has exhibited the effective nature and shown that girls learn better if they are left on their own without mixing them with boys. However, this analysis has come under fire for there has been an argument “in comparing schools performance” there is the need to use school which is alike. There should be match in terms of the schools’ management, students’ background among others. Girls do better in girls schools only.
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This is because they are always encouraged by the feminine subjects. This is different from boys who are often perceived to have a likeness for masculine subjects. In this case, mixing both girls and boys is not always good ideas for there would be conflicts in the system. With the looming stereotyping of gender in relation to subjects, there have been thoughts of letting the girls learn separately from the boys (Gill, 2004).It has also been established that there are some students who do well in schools of single sex. This is as the end result of pressure on them by the social settings. The fact that boys become mature later; girls should further be considered as a point to encourage single sex schooling.
Single sex schools do formulate their ways of understanding the students. There is an adaptation in dealing with the single sex students, making it effective for them to learn. The specific needs of the students are easily taken care of when they are in single sex schools, as opposed to being in mixed schools. The homogeneous nature of the schools makes it easier for planning of various activities and events. This is because considering both girls and boys makes it easier to plan.
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Gender stereotyping
There was thinking that coeducational schools would help solve the problem of gender stereotyping, but this has not been the case. This is because “in the coeducational setting” the boys tend to disregard art courses and opt for courses that are more advanced to look tougher. The girls do always ignore the technology and science subjects so as not to be perceived to be tomboys. This has led to the considerations and preferences for single sex schools because the schools do have freedom and the girls or boys do not have to deal with maintaining their status in front of the students of the opposite sex.
Freedom in schools
Furthermore, boys are often collaborative in single sex schools setting. This is because “in the single sex schools” boys do not have to deal with thinking about what the girls perceive about them. In girls’ single sex schools, the girls are often free and do not have to be shy and are always ready to go through anything in their schools. The girls do embrace involving in sports like soccer and hockey which are always considered as boys’ sports and do not worry about being seen as tomboys. (Streitmatter, 1999)
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Conclusion
Therefore children do better when they learn in single sex schools. The roles that are always stereotypical do not affect the children in single sex schools. The single sex schools “therefore” do encourage children to be fearless, confident, enthusiastic, curious and to dare doing things and activities that are always associated with certain genders.
