Co-ed schools versus single-sex schools: which will provide a better learning experience for students? The debate over whether or not the genders should be separated in the classroom still stands today. In a society where both men and women have to work together harmoniously, a co-ed education initially seems to be the more viable option since it prepares students for real-world experiences. Although every student has different learning styles, a student would, however, ultimately benefit from the tailored curriculum and comfort of a single-sex educational environment.
In “Boys Here, Girls There: Sure, If Equality’s the Goal”, Karen Stabiner writes an essay about same sex schools. In the first paragraph Stabiner opens the essay by saying, “Many parents may be wondering what the fuss was this past week, when the Bush administration endorsed single-sex public schools and classes.” (325) Stabiner is simply saying that many parents were probably surprised that the bush administration was for same sex schools. Stabiner then gives us her view on the topic by saying, “What I’ve learned is this: Single sex education matters, and it matters most to the students who historically have been denied access to it.” (326) Stabiner gives several examples and statistics in her essay to try and support her stand for same sex
The social institution of education maintains inequalities through the demonstration of two of our assign readings. First, the reading Missing in Interaction by Myra and David Sadker is an essay that was based on how segregation exists in the classrooms and the impact it has on both boy and girls (Ore, 2011b; 305). Their main argument is that sexism occurs in the classroom without the teachers realizing it. Teachers tend to focus more on the boys than girls when a class discussion begins. There are two examples within this essay that demonstrates this.
Whereas, women/girls must continue after graduating from high school, because most likely they will not only have to provide for themselves, but also their families. Consequently, Joel Wendland says the outcome of this predicament is “the outcome is that boys have a negative educational experience.” So, even though boys struggle to get the attention needed in high school, in some cases a high school diploma can get them further than a
Schools and the Social Control of Sexuality by Melinda Miceli is the second reading which demonstrates this social institution of education. This reading is based on the fact that schools are teaching students about sexuality and find it harmless and normal (Ore, 2011c, 318). The author argues that the school system focuses on heterosexuality and less on homosexuality. Those who are heterosexual are free to express themselves while the freedom of those who are gay, lesbian, or bisexual is limited due to it not being acceptable (Ore, 2011c, 321). There are two examples within this essay that illustrates this social institution.
Virginia military institute was forced to change their policy for accepting women just as Mississippi University had to do the same for males. The only single-sex institutions that are still up and running still as of today are private
In order to change the hookup culture, we “have to fix American culture” (Wade 248). Wade proposes that in order to do that, people must be caring and kind, dismiss all forms of racism and sexism, and realizing that “it’s not the hooking up itself, but hookup culture that is the problem” (Wade 247). Men and women want relationships that have meaning but have been taught (or recently learned from the hookup culture)
This allows school districts with little or no money for building expansions to handle a growing student population and save millions of dollars in construction costs.” (Nair 2). Saving so much money could help schools afford better teaching equipment, which would most likely improve student grades. Next, a drawback is that it could be hard on families if the children have different school schedules. The change could make it difficult to plan a family vacation, go to summer camps,
Patrick Holt English 802 Joshua Lukin Temple University 1/25/16 The debate about how to help young boys perform better in school is anything but simple. There are many different views and opinions on the matter. Some believe that it is very feminine environment that boys are introduced to in the classroom and making the classroom more appealing to boys is the best solution. This view is championed by the article How Boys Learn, written by Michael Gurian and Kathy Stevens.
Next, I attended an inner city Junior High School. I was not zoned there; I was accepted through their gifted program, but this only comprised a small fraction of the school. Coming from a school in a good neighborhood to one that was subpar was a huge leap, I immediately noticed the vast differences in the quality of education. My junior high school was mostly composed of Blacks, Hispanics, and a small percentage of White. In Segregation Prominent in Schools, Study Finds, by Motoko Rich, the statistics show that “43 percent of Latinos and 38 percent of blacks attend schools where fewer than 10 percent of their classmates are white (Motoko, 2012).
Another student mentioned on high the professor would grade the boys on a “boy curve” and the girls on a “girl curve” because “he couldn’t reasonably expect a girl to compete in physics on equal terms with a boy” (Pollack, 3) The only girls who were not sharing stories were the ones that attended all-girl secondary schools or had grown up at foreign
In the excerpt “Hidden Lessons” from their book, “Failing at Fairness: How Our Schools Cheat Girls”, Myra Sadker and David Sadker featured teachers at work. They studied how the teachers treated male and female students. In the study, the teachers favored the male students over the female students. They focused their questions towards the boys. The female students just received the information.