Advertisement In Brief Decades of research by organizational scientists, psychologists, sociologists, economists and demographers show that socially diverse groups that is, those with a diversity of race, ethnicity, gender and sexual orientation are more innovative than homogeneous groups. It seems obvious that a group of people with diverse individual expertise would be better than a homogeneous group at solving complex, nonroutine problems.
But some experts suggest it may be time for a change. Single-gender education and the often-spirited dialogue surrounding it have raised a number of issues concerning the best manner to educate boys and girls.
During a three-year study, trained observers visited more than elementary school classrooms in Connecticut, Maryland, Massachusetts, Virginia, and the District of Columbia and noted student-teacher interactions, including the following: Boys called out eight times as often as girls did.
When a boy yelled out, the teacher ignored the "raise your hand" rule and usually praised his contribution. Girls who called out got reminders to raise their hands.
Teachers valued boys' comments more than girls' comments.
Teachers responded to girls with a simple nod or an OK, but they praised, corrected, helped, and criticized boys. Boys were encouraged to solve problems on their own, but teachers helped girls who were stuck on problems.
Male dominance in the classroom may come as no surprise to advocates of single-gender education who suggest that boys and girls are regularly treated differently in coeducational settings and that both boys and girls could both benefit from single-gender classrooms. Studies suggest that when boys are in single-gender classrooms, they are more successful in school and more likely to pursue a wide range of interests and activities.
In addition, advocates believe that when children learn with single-gender peers, they are more likely to attend to their studies, speak more openly in the classroom, and feel more encouraged to pursue their interests and achieve their fullest potential. Of course, these beliefs have been challenged as well.
A Critical Look at Single-Sex Education for Girlswhich notes that single-sex education is not necessarily better than coeducation. According to the report, boys and girls thrive on a good education, regardless of whether the school is single-sex or coeducational.
No evidence shows that single-sex education works or is better for girls than coeducation. When elements of a good education are present—such as small classes and schools, equitable teaching practices, and focused academic curriculum—girls and boys succeed. Some kinds of single-sex programs produce positive results for some students, including a preference for math and science among girls.
Additional research on the effectiveness of single-gender classrooms is necessary, but we all can agree that we need to construct an educational environment that meets the social and intellectual needs of boys and girls.
Here are two additional studies from the current research on single-gender education: It covers a pilot program in California, the nation's biggest pilot project, a project that was subsequently shut down. This report presents the findings of a three-year case study of an experiment of single-gender schools with the public sector.
It provides a thorough analysis of the topic and examines future directions for single gender school reform program. Amanda Datnow et al. The Evidence Suggests Otherwise: In fact, with a few exceptions, American boys are scoring higher and achieving more than they ever have before.
But girls have just improved their performance on some measures even faster. As a result, girls have narrowed or even closed some academic gaps that previously favored boys, while other long-standing gaps that favored girls have widened, leading to the belief that boys are falling behind.
There's no doubt that some groups of boys—particularly Hispanic and black boys and boys from low-income homes—are in real trouble. But the predominant issues for them are race and class, not gender. Closing racial and economic gaps would help poor and minority boys more than closing gender gaps, and focusing on gender gaps may distract attention from the bigger problems facing these youngsters.Gender Issues.
It's not just the girls who are left behind in gifted education Boys in the arts, girls in math and science - gender IS an issue in gifted education, no matter which gender you are.
This report examines time to degree completion for a cohort of students who earned an associate degree as their first and only postsecondary degree or a bachelor’s degree as their first four-year degree between July 1, , and June 30, This research aims at studying the relationships between personality traits and academic achievement among students.
Participants were students ( female and 94 male). This study examines the differences between students’ gender and academic achievement in Colleges of Education in Borno State.
The study set one research objective, . The aforementioned research contributions triggered our interest in investigating two relationships.
First, we sought to explore the relationship between smartphone addiction risk and perceived stress, which influences satisfaction with life. Research relating to gender differences in academic performance carried out in Ghana are mostly outside the area of sports. Apam and Luguterah () did a profile analysis of students‟ academic.