It is interesting to look at the history of gender differences in education to see how it has developed in order to gain greater understanding of the current situation. Boys and girls were taught together for the first time in the 1960s, with the development of new comprehensive schools. However, opportunities were not equal for both genders in society at this time, and these values were reflected in the school environment. For…
Garibaldi has many flaws in his arguments. There is a lack of evidence that “boys will more often than not be shunted to the background in photos or be absent entirely or appear sitting on wheelchairs” (540). Author fails to provide any statistics to support his point. He uses hasty generalization to show that “a female teacher, especially if she has no male children of her own…will tend to view boys’ penchant for challenging classroom assignment as disruptive, disrespectful- rude” (537). Garibaldi conducts that more girls earned high school diplomas than boys and he utilizes percentages to show this, but actual numbers of boys and girls will likely uneven, which could lead to improper results.…
It is proven that students in single-sex schools feel less pressure than their coeducational counterparts. This decrease in pressure results in many advantages for both males and females. Without the distraction of impressing females, males are less competitive and more cooperative. In addition, girls are more willing to speak in public, and exhibit higher levels of confidence and self-esteem. With this decrease in pressure, students will enjoy the learning environment more. This results in an increased attendance frequency because students look forward to school, rather than dreading to attend. Single sex education increases opportunities for leadership as well. In a female single sex environment, girls hold leadership positions that they might not have the opportunity to hold in a coeducational environment. Furthermore, males may be less inhibited to get involved and assume leadership roles in the absence of females. Another benefit of single-sex education is the ability to tailor the environment towards either males or females. This is advantageous because some studies indicate that females learn better in warmer temperature. While males tend to perform better in cooler environments. If this is true, then even the temperature of a single-sex classroom can be set to optimize the learning of either male of female students. The author also explains the opposition to single-sex…
These studies and statistics from several resources I have outlined show that gender is, inevitably, a measurable factor when discussing classroom learning styles and teaching methods. One study conducted by Thomas Bartlett and published in The Chronicle of Higher Education, titled The Puzzle of Boys, discusses the difference in learning styles among boys and girls. Bartlett raises the same question most academic researchers have examined in recent years which is: What makes boys learn differently than girls? He points out…
Sexism against boys from teachers was once again shown in the Boston Globe article, “Schoolboy’s bias suit” by Tracy Jan, a Stanford graduate. Jan writes how at Milton High School, “girls outnumber boys by almost 2 to 1 on the honor roll. In Advanced Placement classes, almost 60 percent of the students are female,” (Jan 1). Unjustifiably lower grades from elementary school take their effect here. Boys think they are dumber than girls and do not take more advanced classes because of the fear of failure. But the sexism extends to inside the classroom on an average school day. Jan notes, “Girls face fewer restrictions from teachers, like being able to wander the hallways without passes, and girls are rewarded for abiding by the rules, while boys’…
In her essay, “How Male and Female Students Use Language Differently”, Deborah Tannen states that classrooms are more receptive to most men than to most women because our educational system puts more emphasis on challenging debate rather than open-ended discussions. (From Inquiry to Academic Writing) From my own personal classroom experience I agree with her claims.…
The classroom research Holmes mentions in the article is not comprehensive. “Talking in class is often perceived as ‘showing off,’ especially if it is girl-talk. Until recently, girls have preferred to keep a low profile rather than attract negative attention” (303). As a matter of fact, boys do not always dominate the class while girls may therefore be proactive during some issues they interested in. For instance, in math class, girls do not seem to talk less than boys. The teacher preferred to ask girls some calculating questions, as he believed that girls are quicker and more carefully at calculating than boys. But when it comes to some challenging problems in science classes, the boys, on the other hand, tend to doubt what the teacher is saying and explaining their point of view or ask questions. Therefore,…
In academics, women also suffer from sexism at the hands of sexist males in higher positions. In her essay High School Lowdown Miranda J. Van Gelder recounts numerous clear cut instances of such sexist acts as male teachers asking female students to lift up their skirts, making comments referring to the girls taking their rightful place in the kitchen,' and referring to girls by demeaning pet names (Van Gelder, 305). According to Myra and David Sadker's "Failing at Fairness," boys receive more challenging questions, more attention from the teacher, and more helpful feedback. From elementary through college, girls receive less and lower quantity instruction, fewer scholarships, and suffer economic penalties after college: female' jobs are poorly, while women in male' jobs are still paid less then men in the exact same jobs (Sadker, 90).…
The purpose of this essay is to inform readers of the observations I made during my short stay in Mr. Sutton’s classroom. It also intend to analyze the differences between girls and boys in the learning environment, and in the following areas: how the two groups interact with teachers, how the instructor may reinforce stereotypical gender behavior, supportive teacher responses to boys and girls; and these relative to standards (learning environments) and (assessment) as delineated by the CCSSO (Council of Chief State School Officers, 2011). The definition and expressed purpose of this document is printed in the introduction:…
Students learn better in segregated classes as it decreases distractions in learning and reduces student behavior problems. Fewer interactions between boys and girls create this sense of less distraction which gradually results in decreasing of student behavior problems as they start learning and listening in class more. With students not having behavior issues this would make the teacher have an easier job teaching the students. The “Teacher College Record” published a study in 2009 that was inclusive of that in majority cases, the effect of the interaction between females and males has resulted in fewer amount of homework done, less enjoyment, lower reading and mathematics scores. 98% of teachers seen a decrease of student behavior problems and distractions when classes are “split”. Furthermore, single-sex education should be promoted, as it results in less distractions and positive behavior in all students.…
According to the Deborah Tannan’s article “How Male and Female Students Participate in Class,” while men suppose it is their duty to contribute to class by speaking up, women do not think that they need to speak up like men do. Most women seem to speak up occasionally when they feel it only requires doing so. Even though a woman speaks up, then she tries to keep silent as long as possible if she feels she would be attacked. A girl communicates in a more intimate and sensitive way with a chosen, trusted one with whom she sits and talks telling secrets. In contrast, for most boys, activities are central, and their best friends are whom they do things with; they bond by exchanging playful insults and put-downs. Moreover, boys communicate in a bolder manner in a hierarchical order usually within a larger group. Tannen uses Father Walter Ong’s book “Fighting for Life”, Hamilton College professor’s classroom experience, and other colleague’s experiences as evidences to support for her claim on class room behavior. Hence, she deduces that debate-like formats as a learning tool make classroom more comfortable to most men than to women. However, I do not agree with Tannan’s representation of behavior in class because modern women not only exhibit independence, control and defiance in almost every aspect of day-to-day life, but also they are becoming successful in classroom just as their male counterparts; the biological differences such as gender have nothing to do with class, and women do speak up in classroom.…
Single sex education in many cultures is advocated on the basis of tradition as well as religion, and is practiced in many parts of the world. It redirects students outcomes such as test scores, graduation rates, and solutions to behavioural difficulties; however it can cost students their social skills. According to the article “the all-girls environment gives them the opportunity to mature, to become leaders, to discover who they really are without the distractions of boys (Boesueld,2012, pg72). Brains of males and females develop differently and by separating boys and girls teachers are able to meet the children’s developmental pace. Some parents don't want their children to be in mixed-gender classrooms because, especially at certain ages, students of the opposite sex can be a distraction. single-sex education can broaden the educational prospects for both girls and boys. The article indicated that “boys just tune out” (Boesueld,2012, pg73). Indicating boys most of the time lose their focus in class and are distracted very easily.…
People in society are taught male patriarchy through education, male dominance is enforced and a masculine view of the world is presented to children, this is shown through the gendered subjects and the teacher treatment of male and female students, even though there are more likely to have females as teachers we tend to see more…
Undoubtedly, coeducation allows interaction between boys and girls, which are an integral part of their lives in the future. From family life, to professional life, to one’s daily routine, the world contains both men and women. Settling grades aside, education is about the preparation of life. If girls naturally perform better in an environment without boys, they need to perform just as well with boys and vice versa because in the future, they would not be surrounded by the same gender all the time. If they are given the chance from the very beginning, through Co-curricular activities, classroom interaction or any other means, they can understand each other better. Girls will not feel shy in the presence of boys and boys will also not tease the girls. A research in the United States has shown that students from single sex schools are more hesitant expressing their views in front of members of the opposite sex, and at the same time, they have trouble forming friendships with the…
Boys and girls have different methods for learning; girls learn better or understand better by visualizing or hearing their teacher or watching educational videos, instead boys learn more by doing things, like they will find easy if the teacher brought to class a ball and taught them the laws of gravity with a ball. Girls maybe they will like this activity but, they could get annoy because boys can start making jokes or they can start doing other things with the ball, like playing and not letting the girls work with it; this is because scientist say that boys and girls have different rates or ages of maturity like for example a girl of 10 years has the exact maturity or more, but boys mostly will have a maturity of a kid of 8 or 9 years and this make it a little harder for boys and girls to be taught in the same classroom because girls will take it more seriously, boys maybe kind of but they can start making jokes…