It is a controversial topic that between single sex schools and mixed schools has been ongoing for a long time. Some people think sex-segregated schools have similar impact on juvenile’s achievement as coeducational schools. This essay will explain why I disagree with this statement. In my perspective, although these education systems both have advantage elements for students, I still believe coed schools better than single-sex schools. This essay will analyze some elements of advantages and disadvantages among single sex and coeducation schools.
Moreover, I will discuss some characters between boys and girls, such as boys’ and girls’ academic achievement and method of thinking in different school.
The principal argument in favor of that some supporters consider single-sex school as a positive learning environment because they think children should pay more attention to students’ academic achievement. Meanwhile, arts and sports are not among core subject areas at school. Then they believe environment of single sex schools could make students focus more on studying effectively and have a successful educational outcome.
Furthermore, the single sex schools also provide students with opportunity to concentration on studying in single sex classroom rather than dressing up in clothes to attract opposite sex students. As a result, despite the single sex school has partially positive impact on students’ academic performance, but the coeducation system has more advantages than sex schools.
However, the principle argument against boys and girls in that may learn differently, but parents should think twice before letting their children to single sex school. Some researchers think more female classmate with boys show higher enrollment rates in math and science classes. Meanwhile, there also have some positive factors in both sexes in all subjects. For example, mixed primary schools will have increased academic success, especially in science and math subjects, because there are majority of female in classrooms. Meanwhile, girls were obtained better academic performance in English and math subjects in the middle schools (Schlosser, 2008).
The second argument in favor of sex-segregated school is that different gender students could have different curriculums to educate their students. Recently, scientists provide some investigates to prove girls are more mature than boys at same age. Moreover, another group of researchers found that the brains of girls are development earlier than boys’ brains (Sifferlin, 2013). Boys’ and girls’ brain fields associated with different parts of the brain when achieving some tasks. Furthermore, many girls usually avoid into technical courses because they are not willing to be tomboys and dislikes seek employment in a male-dominated world (Robert, n.d.). For instance, among U.S. engineers, only fewer than 20% of engineering graduates are women (Treder, 2009). It means that boys tend to lay emphasis on tackling some subjects in science and engineering rather than needlework or other art fields.
However, even though some supporters show boys’ and girls’ brains have different way of thinking to require diversity skills. But some neuroscientists investigate there are no big differences between brains of males and females in learning styles (Penn, 2011). Meanwhile, coeducation schools can improve students’ development of co-existing through their habits and customs. Furthermore, most girls are less likely to disrupted classrooms and have a better relationship between students and teachers. That means teachers will pay less attention to girls if boys disrupt in class. The circumstance of coed school is that teachers will give out punishments. Meanwhile, compared to single sex schools, co-education schools have diversity of outdoor activities with opposite gender students. Sports and other activities can improve students’ physical conditions and boosts their confidence. In single sex school, it is difficult to organize collective activates and projects, this could be simple than other schools.
For example, the dance of waltz needs different genders to performance. Sometime, parents have to send their children to single sex school because their worried about their children falling in love with the opposite sex in a wrong period of time and produce a detriment impact on children’s physical and psychological health. It is also important to notice that the teen pregnancy is a controversy issue happens in many co-education schools worldwide. This is a commonly problem, with girls who fall in love at an early age and have unprotected sex, which may cause 90% pregnant girls to abandon their unborn baby as well as the relationship (Michael, 2001). It is mainly result that not only has a direct detriment on the girl’s physical health and also contributes to student’s academic underachievement.
However, single sex schools have a definite positive impact on child health advancement. But we cannot repulse let children accept coed education because of this consequence. The other argument in favor of education for girl should lay emphasis on educated sense of family responsibilities. Some people believe girls should be in a single-sex school educated skills on marriage duties rather than employment (Okeley, 1978). Some people deem girls should be educated sense of female family responsibilities and pay close attention to their parent, and later their husband and kids. Because male-dominated this world main political leaders and employers in different fields. Moreover, some females may be unwilling to seek employment in a complicate area.
On the other hand, education has become more significant for liberals in 21st century. We should respect feminist theories and with the increasing number of female are in the workforce, the family responsibility has become no longer the female’s job and at times male can be caretaker for family. In coed schools, teachers will be cultivate students’ responsibility of family and other duties to boys and girls, thereby male will be learning and take sense of responsibility.
Furthermore, a new research shows not everyone can require benefits from single-sex education. That means some girls felt lots of pressure to conform their gender in the single sex school, because they are afraid to let their emotions bother their schoolmates, if they are acting like “a typical girl” (Drury, 2012). Mixed schools offer girls opportunity to communication with boys. Moreover, most of girls are likely to make their school to launch sexually integrated dormitories, because girls prefer like to share a flat with boys.
Meanwhile, coed schools have diversity of outdoor activities with opposite gender students. In single sex school, it is difficult to organize collective activates and activity projects, could be simpler than coed schools. In my perspective, parties or social activities need boys and girls are participate in will be great than only one sex parties.
In conclusion, even though sex-segregated schools is a successful education system of worldwide, it stills have some negative effects on children’s mental development. This essay has been discussed about positives and negatives reasons of this education system. For example I mention that about achievement influence in the academic performance and ways of thinking between boys and girls. Meanwhile, I have said that parents worried about girls’ pregnancy and social activities. Moreover, compared to sex schools, I have been discussing coeducation schools have more benefits, such as suitable for girls and boys performance at school and educate children’s comprehensive development. In my opinion, I find different education systems have different techniques to foster juveniles, but coed education system is more available for majority of students in an all-around way.
Robert K. (n.d.) What Are the Advantages of Single Sex Education Available from: http://privateschool.about.com/cs/choosingaschool/a/singlesex.htm [Access 9th August 2014] Okeley, J. (1978) Privileged, schooled and finished: Boarding education for girls, S. (Ed.) (1978) Defining Females, London, Croom Helm. S. Walker & L. Barton (1983) Gender Class & Education Publish: Taylor & Francis Ltd. England, C5, pp. 72-73. Michael G. & Terry T. (2001) Michael Gurian Boys and Girls Learn Differently Published in the US, 2nd, pp. 55-56 Sifferlin A. (2013) Why Girls’ Brains Mature Faster Than Boys’ Brains. Time, BRAIN Available at: http://healthland.time.com/2013/12/19/why-girls-brains-mature-faster-than-boys-brains/ [Accessed 19 Dec. 2013] Treder M. (2009) Women, men, logic and emotion Ethical. Technology. Available at: