Ethical Issues In Single Sex Schools

Another important consideration is that the educational environment in single-sex schools. The main focus of single schools is on learning and knowing the level of abilities of students in terms of their needs, requirements and methods of learning. Holmgren (2014) found that girls’ school encouraged students to participate in classroom activities such as dialogue and discussion 41% compared to 33.3% for coeducation. Holmgren also said that girls feel safe to speak about themselves and their ideas in single sex classroom. Moreover, some educational experts refer these results to tow main factors which are first learning styles and second psychological factors. For instance, according to Fox and Soller (2001, as cited in John, 2005) study

These ethical problems in mixed schools lead many researchers in the field of medicine, education and politics to think about appropriate solutions for them. For instance, the UK government faces a lot of challenges in relation to teenage pregnancy rate. In addition, most cases of teenage pregnancies end in abortion, and the UK has the highest percent in the western Europe ( Stephenson et al, 2004) . Making the British government experiment a new educational system, which is called Diamond Model, and the aim of this model is to limit ethical problems. The main idea of this model is that boys and girls taught together from age 3 to 9 and 16 to 18, then they taught separately from age 9 to 16 (Guest, 2014). These ethical issues can affect the academic level of students in mixed schools, which can lead students to the deposition of their studies. However, this could have less in single sex schools. NASSPE (2013) girls who study in single gender schools are in less danger of teenage pregnancy compared to mixed gender

The is because students gained experience in dealing with the opposite sex. While this is true to some extent, this does not mean that they are better in workplaces. However, Mael et al (2005) show that there is on different between students who attended mixed or single gender schools in workplaces. Single gender schools have played an essential role in preparation of the workforces in terms of training, to be qualified in all sectors such as industrial, health, educational, political and social. In 2015 NEGS conference argued that girls, who graduated from Girls’ schools became our nation’s scientists, engineers, doctors, inventors and designers. Watson et al (2002) studied the relationship between gender and grade differences with career aspirations. The results of this study show that girls at single gender schools had higher career aspirations than girls and boys at mixed gender schools. In addition, according to Holland (1993, as cited in Cristian, 2013, p 3) "girls in single-sex schools are more positive about their own abilities and their control over their lives, have less stereotyped gender role attitudes, and hold higher aspirations for the future ' '.