Single Sex Schools Rhetorical Analysis

Ever wondered how much more productive students would be if classrooms were single-sex only? The mingling of boys and girls in a classroom setting can directly affect how each gender processes and learns new information. Authors Peggy Orenstein and Karen Stabiner, discuss two different learning environments (co-ed and single-sex) for students, and how these environments affect a student’s educational progress. Through their research they were able to show the importance of single-sex classrooms and the benefits it has on certain students. To explain their findings Orenstein uses a pathos appeal through direct observation, while Stabiner uses a logos appeal through research. Similarly, the author’s feel single-sex classroom settings are more

In Orenstein’s essay, she shows how getting the attention of the teacher for a girl is more difficult than for a boy. The boys in Mrs. Richter class are more intimidating and bold when asking questions or getting the attention of the teachers. While the girls are more reserved. Orenstein states, “when the girls in Mrs. Richter’s class do speak, they follow the rules.” (99) Orenstein goes on to demonstrate how the boys overpower the girls when it comes to responses in class, she states, “when the girls venture responses to more complex questions, the boys quickly become territorial, shouting them down with their own responses.” (99) The disruptive and insistent behavior of the boys in Orenstein’s essay shows how the hostile environment forces girls to pull back from participating equally. With this example she tries to appeal to the audience’s emotions by showing the insensitivity girl’s face while participating in co-ed learning environments. Similarly, Stabiner believes the environment in which a student learns is an important component to how well they do as well. She gives an example from what she observed at TYWLS, she states, “the students at TYWLS might do well because of smaller class size, passionate teachers and an aggressively supportive atmosphere.” (Stabiner, 328) By pointing out the type of environment that would be conducive to female students learning, she presents a logical appeal that convinces the audience of the reasoning behind single-sex classroom benefits. Female students need the same opportunities as their male counterparts to be productive in the classroom setting, however, this can be difficult when students have to fight for the attention of the