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Single-Gender Education

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Kaitlyn Andersen

on 27 February 2017

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Transcript of Single-Gender Education

Single-Gender Education
What is it?
Single gender education, or single-sex education, is the style of school in which a classroom contains either boys or girls, as opposed to coeducational schools where both genders work together.
My opinion
All female school led to too competitive of an atmosphere
However, it was better for boys to learn on their own and have a few weekly interactions between both schools (both genders)
100% college continuation rate
Discussion Questions
What do you believe the learning differences between males and females are, if any?
Does single-gender education violate our Constitutional rights?
Are the benefits of single-gender education the same for males and females? Are the drawbacks?
Should the public school system be required to provide single-gender education opportunities for all students?
Works Cited
Active, BBC. "What Are the Advantages of Single Sex Schools?" Advantages of Single Sex Schools. Educational Publishers LLP, 2010. Web. 27 Feb. 2017.
"Gender Segregation: Separate But Effective?" Gender Segregation: Separate But Effective? | Teaching Tolerance - Diversity, Equity and Justice. Southern Poverty Law Center, 2017. Web. 27 Feb. 2017.
Hahn, Youjin, and Liang Choon Wang. "Causal Effects of Single-Sex Schools on College Entrance Exams and College Attendance: Random Assignment in Seoul High Schools - Comment." SSRN Electronic Journal (n.d.): n. pag. PubMed. Web.
Lee, Valerie E., and Anthony S. Bryk. "Effects of Single-sex Secondary Schools on Student Achievement and Attitudes." Journal of Educational Psychology 78.5 (1986): 381-95. Web.
"NASSPE: Home Introduction." NASSPE: Home Introduction. National Association of Single Sex Public Education, Jan. 2002. Web. 27 Feb. 2017.
Stanberry | May 19, 2016 Print Article, Kristin. "Single-sex Education: The Pros and Cons." Parenting. GreatSchools.org, 19 May 2016. Web. 27 Feb. 2017.
Single gender education experienced a large rise in attention after the 2006 Amendment to Title IX
that allowed the option of single gender public schools as long as districts "provide a rationale", "provide a coeducational class", and "conduct a review every two years".
Single gender education was the first type of education there was:
education was reserved for boys, finishing school for girls
By the end of the 20th century, coeducation is almost universal across the world:
only a few countries across the world have greater than 1-2% single gender schools
When was it created?

There are many theories that state that there are integral gender differences in how boys and girls learn and develop
and that a separate education for the genders can be beneficial to their formation of knowledge.
1993 3-year observational study
by Myra & David Sadker involved trained observers who visited more than 100 United States elementary school classrooms and deduced the following:
"Boys called out eight times as often as girls did. When a boy yelled out, the teacher ignored the "raise your hand" rule and usually praised his contribution. Girls who called out got reminders to raise their hands.
Teachers valued boys' comments more than girls' comments. Teachers responded to girls with a simple nod or an OK, but they praised, corrected, helped, and criticized boys.
Boys were encouraged to solve problems on their own, but teachers helped girls who were stuck on problems" (Sadker)
In Seoul, South Korea, children are
randomly assigned to either single-gender or coeducational schools, and are not allowed to opt out. University of Pennsylvania students traveled to observe and research this truly random distribution, and here's what they concluded:
"Our analyses show that single-sex schools are causally linked with both college entrance exam scores and college-attendance rates for both boys and girls. Attending all-boys schools or all-girls schools, rather than attending coeducational schools, is significantly associated with higher average scores on Korean and English test scores. Compared with coeducational schools, single-sex schools have a higher percentage of graduates who moved on to four-year colleges"
(Park, Behrman, Choi 457).
"There are no differences in what girls and boys can learn. But there are big differences in the best way to teach them"

(National Association for Single Sex Public Education)
Males and females have different learning needs, so it is easier to target the needs of the same demographic
Girls can explore interest in male-dominated fields, and vice versa
Focus stays on learning rather than encounters with the opposite sex
American Association of University
Women published
Separated by Sex: a Critical Look at Single-Sex Education for Girls
, a book that stated that a single-gender education is not necessarily better than coeducation:
No evidence shows that single-sex education works or is better for girls than coeducation.
When elements of a good education are present—such as small classes and schools, equitable teaching practices, and focused academic curriculum—girls and boys succeed.
Some kinds of single-sex programs produce positive results for some students, including a preference for math and science among girls.

"The real story is not bad news about boys doing worse; it's good news about girls doing better. In fact, with a few exceptions, American boys are scoring higher and achieving more than they ever have before. But girls have just improved their performance on some measures even faster. As a result, girls have narrowed or even closed some academic gaps that previously favored boys, while other long-standing gaps that favored girls have widened, leading to the belief that boys are falling behind. There's no doubt that some groups of boys—particularly Hispanic and black boys and boys from low-income homes—are in real trouble. But the predominant issues for them are race and class, not gender. Closing racial and economic gaps would help poor and minority boys more than closing gender gaps, and focusing on gender gaps may distract attention from the bigger problems facing these youngsters. The hysteria about boys is partly a matter of perspective. While most of society has finally embraced the idea of equality for women, the idea that women might actually surpass men in some areas (even as they remain behind in others) seems hard for many people to swallow. Thus, boys are routinely characterized as 'falling behind' even as they improve in absolute terms."
Sara Mead, Education Sector (2006).
A Question of Statistics?
Single-gender education may create problems for students to assimilate into "normal society" later in life
Boys mature slower, so it is necessary for them to have the positive influence of females in order to develop quickly
Gender differences aren't always the same; there are some children that could be more harmed than helped by this process
Educators are not trained to use gender-specific techniques
Full transcript