Boys and Girls in Separate Schools

Boys and Girls in Separate Schools






The issue of gender stratification at the elementary and high school levels has been a significant issue covered by education stakeholders including parents, policy makers, and instructors. At the heart of this discussion are the long standing gender roles that have typically determined the nature of contact between males and females in society. The following sections discuss the various reasons that advocate the selection of a mixed school setup as the ideal learning environment. The decision to have separate sex schools is disadvantageous in several ways that will be expounded in the subsequent section. One of the reasons for advocating a joint education process for boys and girls is the socialization benefits.

When boys and girls learn at the same institution, they eventually attain a higher level of socialization that is very useful in the later life. Conversely, implementing separate learning may develop elements of disparity between boys and girls (Thorne 78). The reason for the development of this imbalance originates from the fact that learning in a mixed class fosters improved communication skills for both genders. Furthermore, such children end up being more expressive, as well as attaining an impressive level of confidence while dealing with cross-gender issues. Students in mixed schools can easily comprehend diverse personalities and this capacity is useful when they grow into adults. For instance, managers of CEOs with female employees many have a difficult time communicating and working with people form the opposite gender if they had attended an all-boys school (Thorne 32). However, if the manager has already been exposed to the diverse features that distinguish males and females, he would have acquired exemplary communication and interpersonal skills.

Additionally, if they learnt in separate gender schools, there is a high probability that they acquired a distorted perception of the equality between the genders (Swann 98). Approximately a decade ago, males occupied an advantageous position within the society when compared to women. This was the main reason that forced boys and girls to attend different schools. Conversely, the current society is underlined by gender, economic and social equality (Thorne 12). These changes have ensured that women occupy a better position compared to the earlier period. One of the significant changes involves the exposure to the same education standards as males. The earlier perceptions of the weaker abilities in women were influential in limiting the number of girls who could attend school let alone attend classes alongside their male counterparts.

One of the objectives of education is to develop a wholesome and independent individual ho can add value to the society. Promoting separate is an idealist concept because in reality, males and females exist in the same society (Thorne 67). In other words, human beings have to encounter the opposite gender for a greater part of their lives. Attending separate schools is tantamount to delaying the inevitable. Attending a boys-only or girls-only high school feels very comfortable and normal until one graduate to college. Here, they have to start the process of handling the opposite gender and this may prove to be difficult given the complex social and interpersonal abilities (Gurian 11). One may find it difficult to communicate and relate with boys and girls.


            Co-education is a highly beneficial learning strategy for the young people in numerous ways that supersede academics. Boys and girls learn different things from each other. Arguing that there are different and therefore, should be subjected to different learning environments and syllabi is discriminative (Gurian 65). Such an arrangement will create different standards that will produce unequal results across the genders. The current gender inequality in the world is enough evidence of the dangers of perceiving males and females in different ways.

Works Cited

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Gurian, Michael. Boys and Girls Learn Differently! A Guide for Teachers and Parents. San Francisco, CA: Jossey-Bass, 2011. Print.

Swann, Sarah. Pupil Disaffection in Schools: Bad Boys and Hard Girls. Farnham, Surrey, England: Ashgate Publishing Limited, 2013. Print.

Thorne, Barrie. Gender Play: Girls and Boys in School. New Brunswick, NJ: Rutgers Univ. Press, 2010. Print.

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