single sex schools opinion essay

Single-sex education: the pros and cons

by: Kristin Stanberry | Updated: May 7, 2024

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Single-sex education (teaching boys and girls in separate classrooms or schools) is an old approach regaining momentum. While single-sex education has long existed in many private schools, it’s a relatively new option for public schools. Only 34 single-sex schools were operating in 2004, but by 2017 U.S. Department of Education data estimated more than 1,000 single-gender public schools. Forty-five percent are all boys, 55 percent are all girls, and 83 percent are overwhelmingly Black and Latino.

Since 2006, federal law has supported the option of single-sex education. when Education Secretary Margaret Spellings eased federal regulations , allowing schools to offer single-sex classrooms and schools, as long as such options are completely voluntary. This move has given parents and school districts greater flexibility, but the research on its value remains a matter of debate.

Nature vs. nurture

Before weighing the pros and cons of single-sex education, consider the influences of “nature versus nurture.” Many factors affect each child’s learning profile and preferences:

Some factors relate to the child’s nature, such as gender, temperament, abilities (and disabilities), and intelligence.
Other influences stem from the way parents and society nurture the child: Family upbringing, socioeconomic status, culture, and stereotypes all fall under the “nurture” category.

Advocates of single-sex education argue for the value of separating children from a number of different angles. The most prominent advocate is psychologist and physician Leonard Sax, whose books Why Gender Matters (2005), Boys Adrift (2007), and Girls on the Edge (2010), argue that boys and girls are inherently different and need different educational experiences. Others have argued that the success of women’s colleges point to a value in female-only education, where the chroniclers of the boys growing academic struggles compared to their female peers suggest that boys need girl-free education to fight the stereotype that boys can’t read.

Critics point to a lack of evidence for such claims, summarized by a 2008 New York Times article, which explained that “many academics and progressives tend to find Sax’s views stereotyped and infuriating.” They point out that studies on the impact of single-sex education on learning often do not account for the fact that most single-sex schools are selective or draw from a different population than coeducational public schools. Former president of the American Psychological Association, Diane F. Halpern co-published “ The Pseudoscience of Single-Sex Schooling” with other scholars, lambasting sex-segregated education as “deeply misguided, and often justified by weak, cherrypicked, or misconstrued scientific claims.” The subject even inspired a New York Times debate where researchers and pundits squared off about the benefits and bluster of single-sex learning.

So, who’s right? Below are arguments both for and against single-sex education.

Making the case for single-sex education

Those who advocate for single-sex education in public schools argue that:

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.
A 2019 study from the University of Southern California indicates girls learn better when the classroom temperature is warm, while boys perform better in cooler classrooms. If that’s true, then the temperature in a single-sex classroom could be set to optimize the learning of either male or female students.
Evidence suggests single-sex education can broaden the educational prospects for both girls and boys. A 2017 study examining students in Seoul, Korea, concluded, “male high school seniors attending all-boys schools show higher levels of science interests…than their counterparts attending coeducational schools.”
A 2015 study out of Switzerland also reports, “[F]emale students in all-female classes experience less stereotype threat and perform better in their mathematics grades than their female peers in coeducational classes.”
Advocates claim co-ed schools reinforce gender stereotypes, while single-sex schools can break down gender stereotypes. Girls are free of the pressure to compete with boys in male-dominated subjects such as math and science, while boys can more easily pursue traditionally “feminine” interests such as music and poetry.
Some research offers evidence in favor of co-ed education for boys but single-sex for girls. A 2011 study by Victor Lavy and Analia Schlosser titled “ Mechanisms and Impacts of Gender Peer Effects at School ” determined “an increase in the proportion of girls impose boys and girls’ cognitive outcomes” in elementary schools, caused by “lower levels of classroom disruption and violence, improved inter-student and student-teacher relations, and lessened teacher fatigue.”

What critics say about single-sex education

Those who claim single-sex education is ineffective and/or undesirable make the following claims:

The impact on learning isn’t conclusive. For instance, in one of the few studies that controlled for a host of parental, individual and school level factors, researchers analyzing Irish schools (where about one third of the students attend gender segregated schools) found no “significant difference in performance for girls or boys who attend single-sex schools compared to their mixed-school peers in science, mathematics or reading.”
Few educators are formally trained to use gender-specific teaching techniques. However, it’s no secret that experienced teachers usually understand gender differences and are adept at accommodating a variety of learning styles within their mixed-gender classrooms.
Gender differences in learning aren’t the same across the board; they vary along a continuum of what is considered normal. For a sensitive boy or an assertive girl, the teaching style promoted by advocates of single-sex education could be ineffective (at best) or detrimental (at worst).
It doesn’t teach genders to work together. Students in single-sex classrooms will one day live and work side-by-side with members of the opposite sex. Educating students in single-sex schools limits their opportunity to work cooperatively and co-exist successfully with members of the opposite sex.
It perpetuates gender stereotyping. For instance, the ACLU opposes single-sex schools, claiming they are based on “junk science” to perpetuate “disturbing gender stereotypes” and are a “waste of time” that divert attention from more valuable reforms, such as reducing class size and increasing teacher training. Or as Diane F. Halpern’s put it in “The Pseudoscience of Single-Sex Schooling” “…sex segregation increases gender stereotyping and legitimizes institutional sexism.”

Measuring public perception

How does the public view single-sex education? The “average” adult has a different opinion than the graduates of these schools.

In a 2022 poll by YouGov only 25% of adult men surveyed thought all-boys schools were “better” than co-ed schools, with the same percentage viewing them as “worse.” Adult women were less enthusiastic – only 17% thought all-boy schools were superior, with 21% regarding them as worse. Public opinion of all-girls schools was a bit more generous: 25% of men thought they were better for girls than coed schools, and 22% said they were worse, while 20% of women viewed all-girls schools as better than coeds, with 19% claiming they were worse.

People who actually attended single-sex schools were far more supportive. Men who attended all-boys schools were 45 percent positive, claiming it was better than coed, with 29 percent saying they were worse. Women who attended all-girls schools were 41 percent positive, and 26 percent negative.

Many (often most) people answered the survey question with “not sure” or “no difference.” Their uncertainty mirrors the overall ambiguity of the co-ed vs. single-sex school question. As is true of many educational questions, the answer for any given family often depends on context. For instance, is the school operating in a culture where a single-sex education might offer students a respite from gender discrimination? Is the school (coeducational or single-sex) reinforcing gender stereotypes or working against them? Why might the family want single-sex education for their child? Is it intended to empower the child to succeed and learn or keep them narrowly focused on acceptable gender roles?

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Students walk through the gates of Newington, as protestors hold signs against the school's plans to go co-ed.

Why do we have single sex schools? What’s the history behind one of the biggest debates in education?

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Jessica Kean receives funding from an Australian Research Council Special Research Initiative grant 'Australian Boys: Beyond the Boy Problem'.

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When students walked through the sandstone gates of Sydney’s Newington College for the first day of school last week, they were met by protesters .

A group of parents and former students had gathered outside this prestigious school in the city’s inner west, holding placards decrying the school’s decision to become fully co-educational by 2033.

Protesters have even threatened legal action to defend the 160-year-old tradition of boys’ education at the school. One told Channel 9 they fear the change is driven by “woke […] palaver” that will disadvantage boys at Newington.

Newington is not the only prestigious boys school to open enrolments to girls. Cranbrook in Sydney’s east will also go fully co-ed, with the decision sparking a heated community debate .

This debate is not a new one. What is the history behind the single-sex vs co-ed divide? And why does it spark so much emotion?

Read more: As another elite boys' school goes co-ed, are single-sex schools becoming an endangered species?

What is the history of the debate?

Schools like Newington were set up at a time when the curriculum and social worlds for upper-class boys and girls were often quite different. Boys and girls were thought to require different forms of education for their intellectual and moral development.

The question of whether it’s a good idea to educate boys and girls separately has been debated in Australia for at least 160 years, around the time Newington was set up.

In the 1860s, the colony of Victoria introduced a policy of coeducation for all government-run schools. This was despite community concerns about “ moral well-being ”. There was a concern that boys would be a “corrupting influence” on the girls. So schools were often organised to minimise contact between boys and girls even when they shared a classroom.

Other colonies followed suit. The main reason the various Australian governments decided to educate boys and girls together was financial. It was always cheaper, especially in regional and rural areas, to build one school than two. So most government schools across Australia were established to enrol both girls and boys.

One notable exception was New South Wales, which set up a handful of single-sex public high schools in the 1880s.

These were intended to provide an alternative to single-sex private secondary schools. At that time, education authorities did not believe parents would agree to enrol their children in mixed high schools. Historically, coeducation has been more controversial for older students, but less so for students in their primary years.

Placards from the Newington protests, saying 'Why after 160 years?'

A changing debate

By the 1950s, many education experts were arguing coeducation was better for social development than single-sex schooling. This was at a time of national expansion of secondary schooling in Australia and new psychological theories about adolescents.

In following decades, further debates emerged. A feminist reassessment in the 1980s argued girls were sidelined in co-ed classes. This view was in turn challenged during the 1990s , with claims girls were outstripping boys academically and boys were being left behind in co-ed environments.

Which system delivers better academic results?

There is no conclusive evidence that one type of schooling (co-ed or single sex) yields better academic outcomes than the other.

Schools are complex and diverse settings. There are too many variables (such as resourcing, organisational structures and teaching styles) to make definitive claims about any one factor. Many debates about single-sex vs co-ed schooling also neglect social class as a key factor in academic achievement.

A close up of a student in a Newington blazer with the school crest and tie.

What about the social environment?

Research about the social outcomes of co-ed vs single-sex schools is also contested.

Some argue co-ed schooling better prepares young people for the co-ed world they will grow up in.

Others have suggested boys may fare better in co-ed settings, with girls acting as a counterbalance to boys’ unruliness. But it has also been argued boys take up more space and teacher time, detracting from girls’ learning and confidence.

Both of these arguments rely on gender stereotypes about girls being compliant and timid and boys being boisterous and disruptive.

Key to these debates is a persistent belief that girls and boys learn differently. These claims do not have a strong basis in educational research.

Read more: We can see the gender bias of all-boys' schools by the books they study in English

Why such a heated debate?

Tradition plays a big part in this debate. Often, parents want their children to have a similar schooling experience to themselves.

For others it’s about access to specific resources and experiences. Elite boys schools have spent generations accumulating social and physical resources tailored to what they believe boys are interested in and what they believe is in boys’ best interests . This includes sports facilities, curriculum offerings, approaches to behaviour management and “old boys” networks.

Many of these schools have spent decades marketing themselves as uniquely qualified to educate boys (or a certain type of boy). So it’s not surprising if some in these school communities are resisting change.

More concerning are the Newington protesters who suggest this move toward inclusivity and gender diversity will make boys “second-class citizens”. This echoes a refrain common in anti-feminist and anti-trans backlash movements , which position men and boys as vulnerable in a world of changing gender norms. This overlooks the ways they too can benefit from the embrace of greater diversity at school.

As schools do the work to open up to more genders , it is likely they will also become welcoming to a wider range of boys and young men.

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Works Cited

Robert Kirschenbaum 2002-2019 National Education Association http://www.nea.org/archive/17276.htm
Natalie Regoli 2019 https://greengarageblog.org/author/greengarageblogadmin
Rhonda Rosenberg November 3, 2016 https://www.uft.org/news/teaching/how-class-disruptions-affect-achievement
U.S. Department of Education 08/11/2009 https://www2.ed.gov/rschstat/eval/other/single-sex/characteristics/index.html

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Single-sex education: putting the arguments on the table.

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Students from Monsignor Bonner High School react before news is announced that they will merge ... [+] schools with Archbishop Prendergast High School, and not be closed, Friday, Feb. 24, 2012 in Drexel Hill, Pa. (AP Photo/Alex Brandon)

When teaching classes on education policy, I usually begin with a joke about people’s reaction to finding out that I got my Ph.D. in it.

If I had instead studied biology or history, I posit, I imagine that people would ask me questions about something that was in the news, maybe about an E. Coli outbreak or a statue they saw on vacation.

Instead, I tell my students, the most common response I get when I tell people I study education policy is not a question but rather a statement:

“Well then, let me tell you how we need to fix the education system.”

When people do ask questions, they tend to fall into some predictable patterns. People are curious about standardized testing and teacher salaries and often ask questions about the school calendar or how schools use technology.

Since moving to Ireland, where around 1/3 rd of students attend single-sex schools, one of the most popular is, “What do you think about single-sex education?”

To be honest, I don’t always know how to respond. In most cases, the question “What do you think about single-sex education?” is really asking “Do you support single-sex education?” People expect a yes or no answer. Yes, I think single-sex education is good, or no I think single-sex education is bad.

There are reasonable reasons to fall on either side of that debate. Academic research, ably summarized in this recent paper , points to outcomes that range from no difference between students educated in single-sex versus mixed gender schools to positive benefits for students in single sex-schools. There does not appear to be any evidence that single-sex education harms students who participate in it.

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Single-sex schools can remove many of the distractions that confined spaces and teenage hormones combine to create. If we think that girls and boys develop at different rates and yet still enroll them in age-graded classrooms, separating them by sex could help each learn at their appropriate level. In his recent book, Of Boys and Men , Richard Reeves goes deep on the academic struggles of boys today, and trying to create educational environments specifically so that they can catch up to their female peers is worth thinking about as well.

At the same time, we live in a co-ed world, and if school is going to prepare students for that world, it might make sense for them to have a co-ed education. As much as boys and girls can have a troublesome influence on each other, they can also have a salutary one. Interacting every day can help dispel stereotypes, give opportunities to learn from each other, and create space to model appropriate behavior and relationships.

So where does that leave us? Perhaps we’re asking the wrong question. Let’s look at it from another angle. What if, instead of being asked the question, “ What do you think about single-sex education?” You were asked, “ What do you think about tables?”

It’s kind of a ridiculous question, right? Tables are good for some things and not good for others. They are great for supporting plates and cups but are not good as a mode of transportation. There are well-built tables and poorly built tables. There are big tables for big families and small tables for small families. Rather than speaking globally about tables, you’d be much more likely to say whether or not you like this table or that table or whether or not a table works in a particular space or to accomplish a particular thing.

Perhaps the same is true of single-sex education. It is good for some people in some places and bad for other people in other places. It can be done well or done poorly. Perhaps there is no blanket answer because the types of single-sex schools that exist, the communities that they serve, and the quality of the program of education they have on offer vary widely.

It isn’t just single-sex education that falls victim to this rhetorical trap. Technology in education, personalization, classical learning, charter schools, religious education, homeschooling, microschooling, online schooling, the list can go on and on. In all of these cases, there are examples where these tools, pedagogical strategies, or school organizations work well and serve students. There are also examples where they do not. And yet, much debate requires one to fall on one side or the other. Do you support online schooling or do you not? It is a needless, forced, binary choice.

Ultimately, the answer to the question is that people should have the choice to send their child to a single-sex school (or a school with more or less technology or a classical or progressive pedagogical philosophy, et cetera et cetera et cetera) if they feel that is the best environment for them. Families should have single-sex and co-ed options available to them and should be free to weigh the pros and cons for themselves and for their own child. If there is demand for more single-sex schools, more should be built. If there is demand for more co-ed schools, more should be built. Each school should be judged on its own merits as to how well it meets the needs of its students.

Maybe this is an unsatisfying answer. Maybe it is more fun to take the position that single-sex education should be banned or mandatory for everyone. But the world just doesn’t work like that.

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The Resurgence of Single-Sex Education

The benefits and limitations of schools that segregate based on gender

Defenders of same-sex schools hold fast to the belief that girls and boys benefit from separate academic instruction. Proponents often point to school experiences documented in landmark reports like The American Association of University Women’s “ How Schools Shortchange Girls ” as evidence of widespread inequities faced by girls in mixed classrooms. Same-sex educational settings are also offered as a way to improve lagging achievement for low-income students of color— mainly boys —in urban public schools. Conversely, opponents claim single-sex education perpetuates traditional gender roles and “ legitimizes institutional sexism ,” while neuroscientists refute the merits of gender differences between girl and boy brains. And rather than creating more equitable schools for nonwhite students, some critics compare separating boys and girls to racially segregated schooling. The disputes pitting ardent supporters against fervent detractors have done little to dampen popularity, however. The prevalence of single-sex public schools has risen and fallen over the years, yet the last decade has seen a major revival. According to the National Association for Single Sex Public Education, only 34 single-sex public schools were in operation in 2004 . That number jumped 25-fold in 10 years: The New York Times reported in 2014 that 850 schools nationwide had single-sex programs. With participation apparently on the upswing, the Department of Education’s civil-rights division offered guidelines on single-sex classes to K-12 public schools last year. Against this backdrop of renewed interest in single-sex schools and classes, the author Juliet A. Williams, a professor of gender studies and associate dean of the Division of Social Sciences at UCLA, takes a deep dive into the social aspects and framing of this hotly debated issue in a new book, The Separation Solution? Single-Sex Education and the New Politics of Gender Equality . She recently shared some thoughts with me on the subject. The interview that follows has been edited and condensed for clarity.

Melinda D. Anderson: A major thread running through the book is that so many people—educators, parents, activists, and politicians—strongly believe in the potential of single-sex education to unleash academic excellence, while the evidence supporting this claim is sparse and insufficient. What would you say is the primary driving force behind its well-entrenched support?

Juliet A. Williams: Some people believe in single-sex education because they had a great personal experience. To other people, single-sex education seems like plain old common sense: They see differences between boys and girls, and they like the idea of creating schools that reflect these differences. Still others look at the failure of U.S. public-school systems and think, “we’ve got to do something; let’s give it a try.” Since the 1990s, there has been a resurgence of interest in single-sex education in public schools serving students in grades K-12. My book takes a look at the arguments driving interest in single-sex public education, as well as the results. What I have found is that single-sex public-school initiatives have been created with the best of intentions, but that they are not delivering the results. At the same time, they are producing some unintended consequences in terms of reinforcing damaging gender stereotypes.

Anderson: Your freshman year at the Philadelphia High School for Girls, an all-girls public magnet for academically gifted students, is compared to “serving time in prison,” a characterization I found peculiar as a graduate of Girls’ High. With the exception of your brief stint in an all-girls school, The Separation Solution? lacks input from current students or alumni of K-12 single-sex schools. Could their perspectives have expanded your analysis of single-sex education? Williams: I’m pretty sure I would have experienced some measure of adolescent angst no matter where I went to school, and looking back, I think it would be a real mistake to conclude that it was because I happened to attend an all-girls [high school] as opposed to a coed one. By the same token, I suspect that many people who flourished in single-sex environments would have had an equally rewarding experience at a coed school. That’s the problem with relying on personal experience to assess what works in education, and what doesn’t. Think of it this way: If I were to write a book about new treatments for cancer, [I wouldn’t] go out and ask people whether they enjoyed their treatment. I would want to know about results. Our kids deserve to grow up in a society that takes their education every bit as seriously as we take our commitment to good medicine. Anderson: The creation of single-sex academies in the 1950s throughout the South by anti-integrationists aiming to thwart Brown v. Board of Education and keep black boys from being in classrooms with white girls is an interesting tidbit. Today, K-12 single-sex programs are still mostly concentrated in southern states. Can you talk more about this historical footnote?

Williams: Mention single-sex education to most people today, and you are likely to conjure images of elite institutions in bucolic settings, where emphasis is placed not only on rigorously training young minds, but also on building character and developing self-confidence. As I discovered, however, behind the image of single-sex education’s rosy past lies the story of its disturbingly checkered history. After the Civil War, several of the nation’s increasingly diverse, urban school districts moved to create single-sex public high schools to appease xenophobic parents worried about the prospect of students from different ethnic, religious, and class backgrounds rubbing shoulders throughout the school day. In the years following the landmark Supreme Court ruling, the prejudice driving the retreat from coeducational public schools was even more flagrant … amidst racist panic about the inevitability of young white women and young black men forming social bonds across racial lines.

This history is important [yet] I don’t think there are any easy analogies to be drawn between racially segregated schools in the past, and single-sex schools in the present. Many single-sex programs have been initiated specifically to address the unmet needs of underserved students, particularly black and Latino young men, and there is no question that some of the very best single-sex public schools today are ones created to serve low-income students of color. What is a question [though] is whether these schools are great because they are single-sex. So far, there isn’t evidence to show that they are. Instead, the research shows that successful schools, whether single-sex or coed, tend to have certain things in common, like creating strong mentoring relationships and keeping class sizes to a manageable level. When this happens, students benefit—whether or not boys and girls [are separated].

Anderson: The claim that boys and girls are “hard wired” differently, namely the neuroscience of sex-based learning differences, has been refuted by scientific researchers. Still, a belief in its efficacy persists as an education-policy approach and in teacher professional development. How can this be more effectively countered? Williams: While researching this book I learned about a fascinating phenomenon called “the selective allure of neuroscientific information.” In a series of ingenious experiments, a team of Yale researchers found that even the citation of irrelevant neuroscience information can make certain claims seem more credible than they otherwise would be. What this means in practice is that we can be all too easily drawn into accepting even the most poorly substantiated claims about the differences between men and women, provided those claims come dressed up in the commanding rhetoric of “hard-wiring.” What I found is that many of today’s “gender-sensitive” pedagogies are sold to teachers and parents in a deceptively appealing pseudo-scientific jargon of sex difference. That’s not to say that there aren’t real differences between girls and boys. But it is to say that we should be very skeptical of anyone who claims that we can extrapolate from what currently is known. Despite the fact that much of the popular science of sex difference has been debunked, the past decade has seen a proliferation of public-school programs modeled on bogus teachings.

Anderson: The prospect of transgender students recalibrating the single-sex education debate is presented in the book, with the mission and practice of single-sex schooling upended “in new and important directions.” What do you see as the future of single-sex education as growing numbers of students no longer identify with a gender binary?

Williams: It will be interesting to see how single-sex schools address the issue of gender diversity moving forward. The Department of Education’s Office of Civil Rights has been clear that transgender and gender nonconforming students are entitled to protection from sex-based discrimination under Title IX. [All public and private elementary and secondary schools, school districts, colleges, and universities receiving any federal financial assistance must comply with Title IX] Further, all students are entitled to participate in school programs based on their gender identity. One place single-sex public schools may wish to look for guidance moving forward is to the nation’s private women’s colleges. In recent years, several of the most prestigious historically all-women’s colleges have revised their admissions statements to explicitly welcome applications from transgender and gender nonconforming students. In doing so, these colleges are taking important steps to ensure that their commitment to single-sex education doesn’t inadvertently perpetuate bias and intolerance. Anderson: A provision in No Child Left Behind in 2001 helped accelerate the growth of single-sex education—you describe a “surge of single-sex experiments” in public-school classrooms across the country. A co-sponsor of the provision allowing school districts to use grants for same-sex schools and classrooms was former New York Senator Hillary Clinton, who cast single-sex education as furthering public-school choice. Now a candidate for U.S. president, how do you think same-sex education might fare in a Hillary Clinton administration?

Williams: Many officials, including then Senator Hillary Clinton, saw single-sex public education as a promising reform strategy. At the time, federal money was set aside to encourage “experimentation” with single-sex approaches. Since then, hundreds of single-sex public-schooling initiatives have been launched. What have we learned? Predictably, fans of single-sex education loudly proclaim these experiments to be a success —and they have a few carefully chosen examples to prove it. But the real story lies in the overwhelming number of single-sex initiatives that have failed to produce positive results. In 2014, an exhaustive review found no significant proven advantages of single-sex schooling over coeducation, either for boys or for girls. With so many proven approaches to education reform out there, let’s invest in those. Our kids’ lives are too precious to experiment with.

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Theoretical Arguments For and Against Single-Sex Schools: A Critical Analysis of the Explanations

2004, American Institutes for …

The question of whether single-sex schooling is preferable to coeducation for some or all students continues to be hotly debated. Much of the debate is philosophical and would be waged even if single-sex schooling were shown to be highly advantageous for one or more ...

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A review of relevant recent research indicates that girls’ issues are generally off the radar screen in local pre-K-12 schools in the United States. This is particularly problematic because gender inequities continue to be perpetuated in schools through largely unconscious cultural mores and pedagogies. Gender inequities are deeply rooted in historical, philosophical, and cultural narratives of gender so that we, educators, are ourselves articulations of gender-based narratives. Moreover, the intersectionalities between gender, race, English speaking ability, sexuality, class, religion, ability, poverty etc. greatly exacerbate this problem. Together with their teachers, principals must develop critical self-awareness as well as intentional ways of thinking, responding, and acting if schools are to help offer many gender narratives from which our students can choose. Gender stereotypes limit the growth and development of both girls and boys. School leaders need to draw attention to t...

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Single-sex schools VS mixed-gender schools: comparing impacts

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Single-Sex Education: New Perspectives and Evidence on a Continuing Controversy

Original Article
Published: 31 July 2011
Volume 65 , pages 659–669, ( 2011 )

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Rebecca S. Bigler 1 &
Margaret L. Signorella 2

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The number of single-sex schools in the United States has climbed steadily in recent years, despite a lack of consensus that such schools lead to academic or psychological outcomes superior to those of coeducational schools. In this introduction to the first part of a special issue on the topic, we review the history of single-sex education in the U.S. and factors that have led to its recent rise. We then review ideological and methodological controversies in the field. Finally, we summarize the eight empirical studies that appear in the issue, highlighting the contributions of each paper to a body of work that we hope will inform educational practice and policy.

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Single-sex teaching in co-educational schools: A panacea for raising achievement?

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Bigler, R.S., Signorella, M.L. Single-Sex Education: New Perspectives and Evidence on a Continuing Controversy. Sex Roles 65 , 659–669 (2011). https://doi.org/10.1007/s11199-011-0046-x

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Public Schools across the United States have adapted their education system due to the set of laws that the United States Government has passed in the latest years. The government has encouraged co-ed schools to be the only option as for public education system since...

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Single Sex And Co Ed Schools: The Benefits Of Each

“The philosophy of the school room in one generation will be the philosophy of government in the next.” This is what the US President Abraham Lincoln’s comment on education was. We are living in an ever-growing bubble of knowledge, every now and then new milestones...

The Co Educational Mixed Learning And Its Opposite, Single Sex School

These last few years Malta did a huge impact in education especially in reducing stigma and streaming in students. Apart from the 10 colleges, the state schools implemented a new system of Co-educational school. In fact, in 2013, the first co-ed school was at St...

Overview of Advantages Co-Ed Schools Have Over Single-Sex Schools

Let’s turn back time to the 16th century, where mixed gender schools were unheard-of and considered blasphemous. The preference for the education of boys over girls was obvious. Nevertheless, Sparta, a city state in ancient Greece took it up a notch and introduced an education...

American Education System
Relationship

Gender Stereotypes In Single-Sex Schools

“You say there’s a problem with sexism, and instead of addressing the sexism, you just remove one sex.' says Rebecca Bigler, a psychologist at the University of Texas. She was referring to 'all boys' and 'all girls' schools, or single-sex schools. As you know, these...

Gender Discrimination

Comparison Of Single-Sex Education And Co-Education

“Six- and seven-year-olds overwhelmingly think men are inherently smarter than women.” - (TIME, 2017). Why would first graders have this prejudice? Fifty years ago, education was only for boys. For a long period after, people started to have a biased opinion that boys go to...

Single Sex Schools Have A Positive Effect On Learning

As adolescent children start their first step in education, they don’t question whether they’ll be secluded from the opposite gender or not. Many have started or transitioned into single-sex education schools or classes more frequently since parents have been exposed to researched benefits. Although many...

Adolescence

Why Single Sex Schools Are Not Beneficial For Students

There is no real proof that if you go to an single sex school that it will be beneficial for you. One may believe that it can help you pay attention, give you a better advantage in life, but really it doesn't prepare you for...

Transgender

Best topics on Single Sex Schools

1. Educational Diversity: Comparing Co-Ed vs Single-Gender Schools

2. Advantages and Disadvantages of Single-Gender Schools: Exploring Educational Choices

3. Gender In Schools: Boys And Girls Should Not Be In Separate Classes

4. The Difference In Learning In Mix Gender Education And Single Gender Schools

5. Co-ed Schools: The Best Option For High School Education

6. Single Sex And Co Ed Schools: The Benefits Of Each

7. The Co Educational Mixed Learning And Its Opposite, Single Sex School

8. Overview of Advantages Co-Ed Schools Have Over Single-Sex Schools

9. Gender Stereotypes In Single-Sex Schools

10. Comparison Of Single-Sex Education And Co-Education

11. Single Sex Schools Have A Positive Effect On Learning

12. Why Single Sex Schools Are Not Beneficial For Students

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College Education
Honor Codes
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Mixed Schools Vs Single Schools Essay

To compare mixed schools and single-sex schools – two fascinating options for learning. So, let’s put on our thinking caps and delve into the exciting adventure of discovering the differences between these two school styles.

Table of Contents

How To Write An Essay About Topic Mixed Schools vs. Single Schools

Step 1: collect essay writing ideas about your topic.

Before we dive in, let’s gather some exciting ideas about mixed schools and single-sex schools:

Mixed Schools: Diversity: Mixed schools have boys and girls learning together, creating a diverse and inclusive environment.
Friendships: Students can build friendships with a wider range of people, helping them learn about different perspectives.
Learning Together: Boys and girls can work as a team, learning to collaborate and communicate effectively. Single-Sex Schools:
Focused Learning: Students can focus better without distractions from the opposite gender.
Tailored Approach: Teaching styles and activities can be adjusted to suit the preferences of a specific gender.
Building Confidence: Students might feel more comfortable expressing themselves without worrying about gender stereotypes.

Essay On Mixed Schools Vs Single Schools

Step 2: Creating Essay Outline:

1. Introduction

Introduce the topic of mixed schools and single-sex schools, comparing them to different worlds of education.

2. Mixed Schools: Embracing Diversity

Discuss the benefits of mixed schools, where boys and girls learn together, fostering diversity and inclusivity.

3. Mixed Schools: Forging Friendships

Explore how mixed schools allow students to create friendships across genders, contributing to a broader understanding of perspectives.

4. Mixed Schools: Collaborative Learning

Highlight the advantages of learning and collaborating with peers of both genders, promoting teamwork and communication skills.

5. Single-Sex Schools: Focused Learning

Examine the benefits of single-sex schools, where students can concentrate on learning without the distractions of the opposite gender.

6. Single-Sex Schools: Personalized Approach

Discuss how teaching methods and activities can be tailored to cater to the preferences and learning styles of a specific gender.

8. Single-Sex Schools: Boosting Confidence

Explore the idea that single-sex schools might help students feel more confident in expressing themselves.

9. Balancing Act

Acknowledge that both mixed schools and single-sex schools have their merits, and it’s essential to consider various factors before forming an opinion.

10. Final Thoughts

Summarize the main points presented and encourage readers to appreciate the diversity of school styles and their impacts on education.

Writing the Essay about Mixed Schools vs. Single Schools

Introduction.

Stepping into the fascinating worlds of mixed schools and single-sex schools. It’s like comparing two games with unique rules and strategies. lets know the difference.

Mixed Schools – Embracing Diversity

Think of mixed schools as gatherings where boys and girls learn side by side, like different characters coming together in a game. One of the cool things about mixed schools is that they celebrate diversity. Just like in a game where each character brings something unique, boys and girls in mixed schools bring different perspectives and experiences. This creates an inclusive environment where everyone can learn from one another.

Mixed Schools – Forging Friendships

Mixed schools as big team quests, where boys and girls form friendships across the gender divide. It’s like characters from different game worlds coming together to solve challenges. In mixed schools, students have the chance to make friends with people who might think differently, helping them understand the world from various angles. It’s like unlocking a secret level of understanding.

Mixed Schools – Collaborative Learning

Mixed schools as cooperative missions, where boys and girls team up to achieve goals. Just like in a game where characters need to communicate and work together, mixed schools encourage collaboration. Students learn to communicate effectively and solve problems as a team. It’s like leveling up their teamwork and leadership skills for the real world.

Single-Sex Schools – Focused Learning

Now, let’s step into the world of single-player mode, where students focus on learning without distractions. In single-sex schools, boys and girls study separately, like characters on their solo quests. This can help them concentrate better, without worrying about what others might think. It’s like having a quiet space in a game where you can focus on completing challenges.

Single-Sex Schools – Personalized Approach

For example, a game that’s tailored to your preferences, with challenges that suit your strengths. Single-sex schools offer a similar experience. Teachers can adjust their teaching styles and activities to match the preferences of a specific gender. Just like characters in a game with different abilities, students in single-sex schools can explore topics in ways that resonate with them.

Single-Sex Schools – Boosting Confidence

Think of single-sex schools as safe havens where students feel comfortable expressing themselves. It’s like characters in a game having the confidence to try new strategies without worrying about judgment. In single-sex schools, students might feel more confident to speak up, ask questions, and participate actively. It’s like gaining a power-up that boosts their self-assurance.

Balancing Act

Now, let’s pause and take a deep breath. Like in a game where players need to choose different strategies, choosing between mixed schools and single-sex schools is a decision that involves careful consideration. Each option has its strengths and benefits, and it’s essential to think about what matters most to you and your learning journey.

Final Thoughts

As we wrap up our journey through the worlds of mixed schools and single-sex schools, remember that education is like a vast and diverse game with many levels to explore. Whether you’re navigating the paths of mixed schools to celebrate diversity or venturing into the personalized challenges of single-sex schools, both options offer unique experiences. Just like in a game where players appreciate the diversity of characters and strategies, let’s celebrate the diversity of school styles and the impact they have on our educational quests.

Hello! Welcome to my Blog StudyParagraphs.co. My name is Angelina. I am a college professor. I love reading writing for kids students. This blog is full with valuable knowledge for all class students. Thank you for reading my articles.

IELTS Essay: Mixed Schools with Boys and Girls

by Dave | General Training | 1 Comment

This is an IELTS writing task 2 sample answer essay on the topic of the whether or not schools should be mixed with boys and girls or they should separate the genders from the real IELTS exam.

Please consider supporting me on Patreon.com/howtodoielts to receive my exclusive IELTS Ebooks – you can even sign up for private live lessons with me!

Some feel that schools should be mixed with both girls and boys attending while others feel the genders ought to be separated.

Discuss both views and give your own opinion.

While certain concerned individuals feel that education is superior in single-sex schools, others value the integration of genders. In my opinion, though there are advantages related to focus from segregating the sexes, students benefit socially from mixed schools.

Those who are in favor of separating the genders argue students will be more dedicated to their studies. The reasons for this are largely self-evident as many of the interactions between boys and girls after they reach puberty can be distracting. There is even strong evidence that girls-only schools engender better standardized results. A recent study of institutions in Europe indicated that students at female-only schools scored higher on average on national exams. There might be a variety of reasons for this but many have seized on gender segregation as the primary catalyst for increased concentration and thus improved overall academic achievement.

However, the single study mentioned above does not discount the social value of schools featuring both genders. School is a place to develop not only academically, but socially as well. The fact that there may be uncomfortable interactions between girls and boys while they mature is not a drawback but a learning experience. Boys and girls, as they become men and women, will slowly learn how to talk with the opposite sex and find themselves in a better situation upon graduation. Without the opportunity to integrate socially with another gender there is a strong chance they will have difficulty communicating later and this may promote a lifelong habit of centering their social interactions on rigid gender groups.

In conclusion, despite the positive impact on attention that separating boys and girls can have, the maturing effect of mixed classrooms is more important. There is a place for single-sex institutions but the majority should include both.

1. While certain concerned individuals feel that education is superior in single-sex schools, others value the integration of genders. 2. In my opinion, though there are advantages related to focus from segregating the sexes, students benefit socially from mixed schools.

Paraphrase the overall essay topic.
Write a clear opinion. Read more about introductions here .

1. Those who are in favor of separating the genders argue students will be more dedicated to their studies. 2. The reasons for this are largely self-evident as many of the interactions between boys and girls after they reach puberty can be distracting. 3. There is even strong evidence that girls-only schools engender better standardized results. 4. A recent study of institutions in Europe indicated that students at female-only schools scored higher on average on national exams. 5. There might be a variety of reasons for this but many have seized on gender segregation as the primary catalyst for increased concentration and thus improved overall academic achievement.

Write a topic sentence with a clear main idea at the end.
Explain your main idea.
Develop it with specific examples.
Keep developing it fully.
You can have some long sentences like this to really argue your point.

1. However, the single study mentioned above does not discount the social value of schools featuring both genders. 2. School is a place to develop not only academically, but socially as well. 3. The fact that there may be uncomfortable interactions between girls and boys while they mature is not a drawback but a learning experience. 4. Boys and girls, as they become men and women, will slowly learn how to talk with the opposite sex and find themselves in a better situation upon graduation. 5. Without the opportunity to integrate socially with another gender there is a strong chance they will have difficulty communicating later and this may promote a lifelong habit of centering their social interactions on rigid gender groups.

Write a new topic sentence with a new main idea at the end.
Explain your new main idea.
Include specific details and examples.
Continue developing it…
as fully as possible!

1. In conclusion, despite the positive impact on attention that separating boys and girls can have, the maturing effect of mixed classrooms is more important. 2. There is a place for single-sex institutions but the majority should include both.

Summarise your main ideas.
Include a final thought. Read more about conclusions here .

What do the words in bold below mean? Make some notes on paper to aid memory and then check below.

While certain concerned individuals feel that education is superior in single-sex schools , others value the integration of genders . In my opinion, though there are advantages related to focus from segregating the sexes, students benefit socially from mixed schools .

Those who are in favor of separating the genders argue students will be more dedicated to their studies. The reasons for this are largely self-evident as many of the interactions between boys and girls after they reach puberty can be distracting . There is even strong evidence that girls-only schools engender better standardized results . A recent study of institutions in Europe indicated that students at female-only schools scored higher on average on national exams . There might be a variety of reasons for this but many have seized on gender segregation as the primary catalyst for increased concentration and thus improved overall academic achievement .

However, the single study mentioned above does not discount the social value of schools featuring both genders. School is a place to develop not only academically, but socially as well. The fact that there may be uncomfortable interactions between girls and boys while they mature is not a drawback but a learning experience. Boys and girls, as they become men and women, will slowly learn how to talk with the opposite sex and find themselves in a better situation upon graduation . Without the opportunity to integrate socially with another gender there is a strong chance they will have difficulty communicating later and this may promote a lifelong habit of centering their social interactions on rigid gender groups .

For extra practice, write an antonym (opposite word) on a piece of paper to help you remember the new vocabulary:

certain concerned individuals some people

superior better

single-sex schools schools with just boys or just girls

value consider important

integration combining

genders sexes, men and women/boys and girls

related to concerning

focus pay attention

segregating keeping apart

benefit socially gain from it in terms of interacting with others

mixed schools schools with both boys and girls

those who are in favor of supporters

separating keeping apart

argue claim

dedicated more focused and diligent

largely self-evident mostly obvious

interactions communicating

puberty when children begin to become mature

distracting take their focus away

strong evidence clear support

girls-only schools schools where there are not boys

engender create

standardized results scores on tests

institutions schools

indicated shown

female-only schools no boys schools

scored higher on average got better marks generally

on national exams tests for the whole country

variety lots of different

seized on pointed out

primary catalyst main cause

concentration focus

thus therefore

improved overall academic achievement better performance in school

single alone, one

mentioned above detailed before

discount not consider, ignore

social value importance for communicating with others

featuring having

uncomfortable interactions awkward conversations

mature old, experienced

drawback disadvantage

learning experience good way to mature

opposite sex the other gender

find themselves in a better situation better off for it

graduation after finishing school

without not having

integrate combine

strong chance good probability

later after that

promote encourage

lifelong habit they will do their whole life

social interactions talking with others

rigid gender groups fixed boy/girl groups

despite regardless of

positive impact good for

maturing effect makes you more mature

single-sex institutions one gender schools

Pronunciation

Practice saying the vocabulary below and use this tip about Google voice search :

ˈsɜːtn kənˈsɜːnd ˌɪndɪˈvɪdjʊəlz sju(ː)ˈpɪərɪə ˈsɪŋgl-sɛks skuːlz ˈvæljuː ˌɪntɪˈgreɪʃən ˈʤɛndəz rɪˈleɪtɪd tuː ˈfəʊkəs ˈsɛgrɪgeɪtɪŋ ˈbɛnɪfɪt ˈsəʊʃəli mɪkst skuːlz ðəʊz huː ɑːr ɪn ˈfeɪvər ɒv ˈsɛpəreɪtɪŋ ˈɑːgjuː ˈdɛdɪkeɪtɪd ˈlɑːʤli sɛlf-ˈɛvɪdənt ˌɪntərˈækʃənz ˈpjuːbəti dɪsˈtræktɪŋ strɒŋ ˈɛvɪdəns gɜːlz-ˈəʊnli skuːlz ɪnˈʤɛndə ˈstændədaɪzd rɪˈzʌlts ˌɪnstɪˈtjuːʃənz ˈɪndɪkeɪtɪd ˈfiːmeɪl-ˈəʊnli skuːlz skɔːd ˈhaɪər ɒn ˈævərɪʤ ɒn ˈnæʃənl ɪgˈzæmz vəˈraɪəti siːzd ɒn ˈpraɪməri ˈkætəlɪst ˌkɒnsənˈtreɪʃən ðʌs ɪmˈpruːvd ˈəʊvərɔːl ˌækəˈdɛmɪk əˈʧiːvmənt ˈsɪŋgl ˈmɛnʃənd əˈbʌv ˈdɪskaʊnt ˈsəʊʃəl ˈvæljuː ˈfiːʧərɪŋ ʌnˈkʌmfətəbl ˌɪntərˈækʃənz məˈtjʊə ˈdrɔːbæk ˈlɜːnɪŋ ɪksˈpɪərɪəns ˈɒpəzɪt sɛks faɪnd ðəmˈsɛlvz ɪn ə ˈbɛtə ˌsɪtjʊˈeɪʃən ˌgrædjʊˈeɪʃən wɪˈðaʊt ˈɪntɪgreɪt strɒŋ ʧɑːns ˈleɪtə prəˈməʊt ˈlaɪflɒŋ ˈhæbɪt ˈsəʊʃəl ˌɪntərˈækʃənz ˈrɪʤɪd ˈʤɛndə gruːps dɪsˈpaɪt ˈpɒzətɪv ˈɪmpækt məˈtjʊərɪŋ ɪˈfɛkt pleɪs ˈsɪŋgl-sɛks ˌɪnstɪˈtjuːʃənz

Vocabulary Practice

I recommend getting a pencil and piece of paper because that aids memory. Then write down the missing vocabulary from my sample answer in your notebook:

While c_________________________________s feel that education is s__________r in s__________________s , others v______e the i__________n of g_____________s . In my opinion, though there are advantages r_______________s from s______________g the sexes, students b_______________y from m______________s .

T_____________________________f s_____________g the genders a_______e students will be more d____________d to their studies. The reasons for this are l__________________t as many of the i______________s between boys and girls after they reach p_________y can be d___________g . There is even s__________________e that g_____________________s e__________r better s_____________________s . A recent study of i________________s in Europe i_____________d that students at f_________________s s___________________________e o________________s . There might be a v_________y of reasons for this but many have s____________n gender segregation as the p__________________t for increased c_____________n and t______s i________________________________________t .

However, the s__________e study m__________________e does not d___________t the s_____________e of schools f_____________g both genders. School is a place to develop not only academically, but socially as well. The fact that there may be u___________________________s between girls and boys while they m______e is not a d___________k but a l__________________________e. Boys and girls, as they become men and women, will slowly learn how to talk with the o_____________x and f____________________________________n upon g______________n . W__________t the opportunity to i____________e socially with another gender there is a s________________e they will have difficulty communicating l_______r and this may p__________e a l_____________t of centering their s__________________s on r_____________________s .

In conclusion, d___________e the p_____________t on attention that separating boys and girls can have, the m______________t of mixed classrooms is more important. There is a p______e for s______________________s but the majority should include both.

Listening Practice

Learn more about this topic in the video below and practice with these activities :

Reading Practice

Read more about this topic and use these ideas to practice :

https://www.bbc.com/news/education-35419284

Speaking Practice

Practice with the following speaking questions from the real IELTS speaking exam :

Are you studying or working?
Do you prefer to learn in the morning or in the evening?
What subject do like to study best?

Writing Practice

Practice with the related IELTS essay topic below:

In many schools and universities today, women have a tendency to study the humanities (such as the arts and languages) while men more often major in science related subjects. Some believe this tendency should be changed.

To what extent do you agree or disagree?

IELTS Writing Task 2 Sample Answer Essay: Gender & Study (Real Past IELTS Exam/Test)

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Many feel that having mixed-gender educational institutions might bring immense benefits for students, while others maintain that single-sex schools are superior. Although gender segregation may enable students to concentrate better on their studies, I am strongly convinced that the advantages derived from allowing students of both sexes to study together are more significant. The argument in favor of gender segregation in schools pertains to students paying more attention to their studies. This is because students, most especially those who have already reached puberty, may be distracted from their studies when mingling with their peers of different genders. In other words, students, particularly males, might be aroused a premature interest in the opposite sex, which possibly diverts their attention from studying. This, in turn, is likely to hurt their academic performance. Therefore, to ensure students focusing on their studies, gender separation is necessary. Nonetheless, I claim that there are more advantages to having co-educational schools. The truth is that schools are places for students to learn not only academically but also socially. This means that the interaction between students of different sexes may facilitate improvements in their social skills. Having single-gender schools, on the other hand, may deprive students of chances to integrate socially with those of the opposite sex. This potentially leads to them struggling to communicate with others, possibly restricting themselves to interacting solely with their rigid gender groups. Consequently, they are likely to have a narrow social networking circle, which is likely to hurt their sense of happiness. In conclusion, although the advantages of having single-sex schools related to students’ focus on studying are undeniable, I hold that the integration of genders may be of greater benefits for students’ social skills.

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Single-sex over co-ed schools: Girls do better in 'nearly all academic measures' - report

Michael Neilson

St Cuthbert's College pupils Molly Cardwell-Dray and Nieve Campbell. Photo / Supplied

Girls at single-sex schools topped girls from co-ed schools on nearly all academic measures and social and emotional outcomes, according to a new data analysis.

The report, commissioned by the Alliance of Girls' Schools Australasia, looked at Australian and New Zealand Pisa (Programme for International Student Assessment) data, part of an international schools study, from 2015 and 2018.

It included 314 individual measures comparing the responses of girls from single-sex and co-educational schools.

The report found girls' schools excelled on measures of academic achievement in science, mathematics and literacy; academic engagement; teacher effectiveness; involvement in and enthusiasm for science; measures of school belonging; lower prevalence of bullying; and reported higher academic aspirations.

Alliance executive officer Loren Bridge said part of the success was down to girls' schools being able to create learning environments and experiences that shaped girls' self-concept, helping them to overcome the gender biases and stereotypes that are rife in our society.

"In every lesson, every programme and every opportunity — from leadership positions and girl-centric wellbeing programmes, to single-sex physical education lessons and sporting activities — single-sex schools bolster girls' confidence and self-esteem.

"In a girls' school there are no gender stereotypes, no appearance pressures, no sexual harassment, and no barriers to participation — in fact, every aspect of school life is designed and tailored for girls.

"Women are still hugely underrepresented in science, technology, engineering, and mathematics (Stem), so the data that girls from all-girls schools demonstrate notably higher engagement and interest in science and mathematics is an important finding."

St Cuthbert's Year 12 student Nieve Campbell said a major draw for her to change from a co-ed school was the support for her rowing ambitions.

Her previous school had a big focus on boys' sports and teams, such as the rugby first XV, whereas at St Cuthbert's the school recently established its own girls' rowing team.

There was also a similar focused approach in the classroom, Campbell said.

"The focus is solely on girls and the way we learn is different so the teachers can tailor our classes more, which makes it a lot easier to learn."

St Cuthbert's College principal Justine Mahon says girls' schools allow girls to develop free from gender stereotypes. Photo / Supplied

St Cuthbert's College principal Justine Mahon said the higher academic results in girls' schools was likely due to girls having improved self-esteem and psychological and social well-being.

"In girls' schools they get a non-stereotypical view of themselves and the world, which frees them to feel that they can achieve anything.

"Here they can develop their feminist consciousness, inspire them to go out and challenge social norms, break through glass ceilings, and create a better future for women."

Mahon - who has more than 40 years' experience in all types of schools - said there should be choice, however, and that different young women would suit different learning environments.

"I think overall we, society, need to address those stereotypes, but the patriarchal nature will need to change quite a lot.

"At girls' schools they are able to develop confidence, free of those stereotypes, at a time in their lives which is quite challenging. And as a school we can put strategies in place to foster this."

Ministry of Education spokesman Alex Brunt said it was difficult to determine whether any differences in student outcomes were due to the school being co-ed or single-sex, rather than differences in the students themselves.

Brunt referred to a 1999 longitudinal study based on data collected from students over 18 years, which found much of the differences in outcomes could be explained by differences in prior student achievement or socio-economic background.

This research also points out that there may be other factors that affect the outcomes of students at co-ed and single-sex schools that weren't captured here.

University of Auckland professor of education Peter O'Connor was also cautious of fully attributing academic success solely to the single-sex environment, noting many single-sex schools were private, in higher deciles and were also often religious.

"It is an age-old question, but I think it is a very long bow to draw, when we know socio-economic factors have a significant impact on achievement. So it may be more to do with cultural capital than gender," he said.

"The thing that makes the biggest difference is the number of books that are in the house.

"It is what you come to school with that is the most important determinant, not what you do at school."

Victoria University of Wellington senior education lecturer Dr Michael Johnston said the report results did not surprise him, and mirrored research he'd done on boys' schools in New Zealand.

Over the period from 2013 to 2016, young men from single-sex boys' schools gained NCEA qualifications, University Entrance and New Zealand Scholarship passes in greater proportions than their counterparts at co-educational schools.

However, the reason for advantage was unclear, Johnston said.

"It's not just a socio-economic effect due to single sex schools tending to be in higher socio-economic strata, even though they do. The work I did on boys' schools showed that the single-sex advantage held true at all socio-economic levels."

Other factors could include the "selection effect", where parents making the choice could be more committed to supporting their children's education; and that teaching in single-sex schools could be more focused for one sex or the other - although this was also not clear, Johnston said.

"My best guess is single-sex schools tend to have a more traditional ethos that engenders price in the school, resulting in students engaging more fully.

"I think the Ministry of Education ought to undertake or fund research to find out why students in single-sex schools tend to do better - it might be something we could translate into co-ed settings."

However, Johnston said the academic outcomes were not everything.

"That [single-sex] environment is good for some students but others thrive in a co-ed environment.

"Notwithstanding what I know about the reliability of the single-sex school advantage to academic performance, when my daughters are of secondary-school age, I'll be sending them to a co-ed school.

"Academic performance is very important, but so is being socialised to live in a world in which men and women interact in all walks of life."

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IELTS Writing Task 2

You should spend about 40 minutes on this task.

Some people think that students in single-sex schools perform better academically. Others, however, believe that mixed schools provide children with better social skills for adult life. Discuss both these views and give your own opinion. Give reasons for your answer and include any relevant examples from your own knowledge or experience.

Write at least 250 words.

😩 Feeling stuck? View sample answers below ⬇️ or get another random Task 2 topic.

🤩 Sample answers

Model essay #1:, some people think that students in single-sex schools perform better academically. others, however, believe that mixed schools provide children with better social skills for adult life..

In recent years, the debate over whether students perform better academically in single-sex schools or mixed schools has gained attention. Some argue that single-sex schools lead to better academic performance, while others believe that mixed schools provide children with improved social skills. In this essay, I will examine both perspectives and provide my opinion on the matter.

Those in favor of single-sex schools argue that students can focus better without the distractions that come from being in a mixed environment. For instance, a study conducted by the National Association for Single Sex Public Education found that students in single-sex schools tend to achieve higher test scores and have higher college acceptance rates compared to their counterparts in mixed schools. This suggests that the absence of the opposite gender may contribute to improved academic performance.

Conversely, proponents of mixed schools argue that the exposure to diverse perspectives and interactions with the opposite gender can better prepare children for adult life. They believe that these experiences can help students develop important social skills such as communication, collaboration, and empathy, which are essential for success in the real world.

In my opinion, while single-sex schools may provide an environment conducive to academic focus, the benefits of mixed schools in terms of social development cannot be overlooked. Students in mixed schools have the opportunity to interact with a diverse range of individuals, which can better prepare them for the complexities of adult life. Therefore, I believe that mixed schools offer a more holistic approach to education, encompassing both academic and social development.

In conclusion, while single-sex schools may lead to better academic performance, the social skills gained in mixed schools are equally important. It is crucial to strike a balance between academic focus and social development, and I believe that mixed schools provide the best environment for achieving this balance.

Model Essay #2:

Some people argue that students in single-sex schools perform better academically, while others believe that mixed schools provide children with better social skills for adult life. In this essay, I will explore both viewpoints and present my own perspective on the matter.

Supporters of single-sex schools contend that the absence of the opposite gender can create a more focused and less distracting learning environment. Studies have shown that students in single-sex schools often achieve higher test scores and are more likely to pursue higher education. This suggests that the lack of gender-related distractions may contribute to improved academic performance.

On the other hand, proponents of mixed schools argue that interaction with the opposite gender is essential for developing crucial social skills. They believe that mixed schools provide a more realistic representation of the world and offer opportunities for students to learn how to communicate, collaborate, and empathize with individuals of different genders, which are vital skills for adult life.

In my opinion, the academic benefits observed in single-sex schools cannot be overlooked. The focused learning environment can lead to improved academic outcomes, setting students up for success in their future endeavors. While social skills are important, the ability to excel academically should not be undervalued.

In conclusion, while mixed schools may offer advantages in terms of social development, the academic benefits of single-sex schools are significant. Therefore, I believe that single-sex schools can provide students with a strong academic foundation, which is crucial for their future success.

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Opinion Front

Pros and Cons of Single Sex Schools

Educationists and parents have diverse personal views when it comes to single sex schooling. This OpinionFront article tries to list out the pros and cons of single gender schools to help you derive your own personal opinion about this education system.

I am sure that this article has been viewed by several young parents who are in the process of searching the best schools for their first child. Choosing an appropriate school might be a dilemma for some of you, but trust me, this problem is quite common all around the world. Parents generally choose co-ed schools or single gender schools based on the nature of their own schooling or their social upbringing. If you are looking for the pros and cons of single gender schools, then you have landed on just the perfect article.

Pros of Single Sex Schools

As a general observation, girls are seen to excel better in languages, arts and social sciences, while boys are more inclined towards mathematics and sciences. With a few exceptions, this observation is valid in majority of cases. This inclination to excellence in a particular field is on account of differences in brain development, ways of mental processing and responses to senses between the two sexes. Single gender schools can help children of a particular gender to excel in their key strong points.
It is observed that girl students from gender specific schools excel better in sports activities while boys excel in arts and dramatics if they learn in an environment without fear of ridicule from the opposite gender.
Single gender schools generally appoint teaching faculty of the same gender as that of students, viz. Girls schools usually have female teaching staff while boys schools usually have male teaching staff. This helps to enhance comfort level and increase interaction between students and teaching staff.
Single gender schools may help young students to look out for careers beyond the gender specific stereotypical professions. With exposure to different career options in a single gender education environment, students can freely choose their dream profession without any genetic bias.
There are certain soft skills and leadership skills that are generally associated with female students only. However, such skills can be equally developed by students of both genders in a single gender education system.
One really important advantage of single gender schools is that it allows the desired level of privacy and confidentiality that students crave for around the puberty stage of their lives.
It is easier for students to cope with pressures of studies, if classes are tailor-made to suit their gender.

Cons of Single Sex Schools

Drawing from the principles general child psychology, there is a general attraction between children of opposite sexes once they are at the onset of puberty. For girls, puberty generally starts by age 10 and ends by 17 while for boys, it starts by age 12 and ends by 18. Studies show that children enrolled in single gender schools, either tend to become more aggressive towards the opposite sex as adults or tend to be ignorant about the opposite gender, and are said to be poor social performers. These are the two extreme effects of single sex schooling but can be dealt if parents and teachers give due attention to the problem.
Single gender schools negate the chances of flow of ideas and studying technique between both the genders. During higher education , students from single gender schools find it difficult to study in work groups designed to comprise both the genders. This is not on account of shyness but personal discomfort for free interaction with the opposite gender. In a way, single gender schools do not help the students to prepare for real life.
Such schools do not allow healthy academic competition between both the genders. Students may feel stressed with sudden academic competition from the opposite gender once they graduate from schools for higher education.
Single gender schools are capable of creating a gender disparity in minds of students from a young age.

As parents, you will need to understand your own preferences after you go through both the sides of this dilemma. I know, it will not be an easy choice as we tend to doubt our own decisions sometimes. If you do happen to enroll your child in single sex schools then all you need to do is ensure that you help your child in bridging the gap to help achieve what is lacking in his/her education system.

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Italian Boxer Quits Bout, Sparking Furor Over Gender at Olympics

The Italian, Angela Carini, stopped fighting only 46 seconds into her matchup against Imane Khelif of Algeria, who had been barred from a women’s event last year.

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Two boxers standing in a ring, with a referee in between them.

By Tariq Panja and Jeré Longman

Reporting from Paris

An Italian boxer abandoned her bout at the Paris Olympics after only 46 seconds on Thursday, refusing to continue after taking a heavy punch from an Algerian opponent who had been disqualified from last year’s world championships over questions about her eligibility to compete in women’s sports.

The Italian boxer, Angela Carini, withdrew after her Algerian opponent, Imane Khelif, landed a powerful blow that struck Carini square in the face. Carini paused for a moment, then turned her back to Khelif and walked to her corner. Her coaches quickly signaled that she would not continue, and the referee stopped the fight.

Khelif, 25, was permitted to compete at the Olympics even though she had been barred last year after boxing officials said she did not meet eligibility requirements to compete in a women’s event. Another athlete also barred from last year’s world championships under similar circumstances, Lin Yu-ting, has also been cleared to fight in Paris.

The International Boxing Association, which ran those championships and ordered the disqualifications, offered little insight into the reasons for the boxers’ removal, saying in a statement that the disqualifications came after “the athletes did not undergo a testosterone examination but were subject to a separate and recognized test .”

The association said that test, the specifics of which it said were confidential, “conclusively indicated that both athletes did not meet the required necessary eligibility criteria and were found to have competitive advantages over other female competitors.”

Those rules, which the boxing association adopted for the 2016 Rio Games, are the same ones the International Olympic Committee is operating under as the authority running the boxing tournament at the Paris Games. But the rules, the I.O.C. confirmed, do not include language about testosterone or restrictions on gender eligibility beyond a single line saying “gender tests may be conducted.”

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IMAGES

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COMMENTS

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