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Literature review on diversity in the classroom
Literature review on diversity in the classroom
Literature review on diversity in the classroom
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It's the first day of school, and a fifteen-year-old girl walks in the front doors of her new all-girl school. She immediately feels uncomfortable and misses her guy friends from her old school. As she pushes through the year, she learns how to work well with the other females and becomes accustomed to the single-sex environment. Her sixteenth birthday comes around, and it's time for her to get a job. As she goes around applying at different places, she realizes everywhere is co-ed and is overwhelmed with feeling nervous and freaking out because she doesn't know how to work well with males. Several studies have shown that co-ed classes are a more successful option. Therefore, boys and girls should not be in single-sex classes because co-ed classes help raise students grades, prepares students for the future, and help avoid discrimination between sexes. …show more content…
“A previous study showed that co-ed classrooms that had a few more girls than guys had higher education scores, for both females and the males” (Stanberry). So, therefore, if you had an all male class their grades would be lower, and they would be missing out on the opportunity for a better education. Also, very few teachers are specialized to teach specific genders (Stanberry). Therefore, it would be pointless because we would not have teachers trained to teach single-sex classes any better than co-ed. In preparing students for the future, co-ed classes would be the best way. Because, “whenever girls and boys are together, their behavior inevitably reflects the larger society in which they live” (Stanberry).This showing just by being in classes together helps prepare them for the real
Schools are beginning to adapt more to the variety of students needs in the classroom. Co-teaching is one of the methods schools and teachers are using to reach more students. It got originally noticed in 1960s but didn’t become popular and supported till 1990s (Villa). Co-teaching is when the general education teacher is working along side another professional. They could be a special education teacher, ESL teacher, a reading specialist, or any other professional that could assist in creating a coordinated curriculum for a diverse classroom. Both the general education teacher and the other professional will plan the coordinated curriculum and instructions that will be used in the general education classroom (Vaughn pg. 79).
It seems that single-sex education perpetuates gender stereotypes and promotes gender bias among students (Taylor). Gender-separate education requires schools and teachers to create gender-oriented courses, facilities, and learning environment. As a result, sing-sex schools exacerbate sexist attitudes and “feelings of superiority toward women” (Guarisco). It is fair to argue that the best way to achieve gender equality is to promote rather than eliminate interaction among girls and boys. However, girls in the sex-mixed class receive less attention from teachers than boys, which may lead to gender bias. More precisely, boys always have disciplinary issues, such as interruption; teachers have to pay more attention to boys’ behaviors in order to proceed the lecture more smoothly. Girls may feel less important and supportive in male-dominated classes; boys may think that males are smarter and far superior than females. Single-sex schools can address both girls’ and boys’ issues of gender stereotypes directly and accordingly. Male students may be freer to engage in some activities they have not considered before in mixed schools. For example, boys feel pressure to follow some non-macho interests when girls stay around them; however, the all-boys schools eliminate their pressure toward gender stereotyping to pursue music, dance, and drawing. Single-sex schools would help boys explore and develop themselves. Also, girls in sex-separate schools show more confidence and power (Guarisco). They could receive full attention from teachers and express their opinions in science classes without worrying about the boys’ banter. They may realize that they are as important as boys. Hence, both girls and boys can be free from gender stereotypes and benefit from a same-sex learning
One of the benefits of attending single sex schools is that it may be helpful for outcomes related to academic achievement and other powerful aspirations. Some of the advantages of attending a single sex school are that students are readily eager to work hard and compete amongst themselves, other than feeling embarrassed or being easily distracted by students of the opposite sex (Lee, 2008). Additionally, males tend to overestimate their academic abilities; while females generally underestimate their abilities and work harder to compensate. Single sex schools, can also broaden the educational prospects of students, by removing the disparities of “male dominated subjects” vs. “female dominated subjects.” Studies show that students attending single sex schools feel more welcoming and confident in their choice of studies.
According to Leonardo Sax, the founder of the National Association for Single-Sex Public Education, “...whenever girls and boys are together, their behavior inevitably reflects the larger society in which they live” (Stanberry, 3). (1) It is a part of nature for girls and boys to socialize and get prepared for the real-world and develop skills to interact with another gender. (2) In the real-world it is conventional for both genders to work together and communicate everyday. (3) According with the journal “Forbes”, when students are separated by gender, they miss an opportunity of working together with different perspectives and developing their own, new, and unique thoughts as well as ideas (Saunders, 1). (4) Advocates often argue for schools to be a reflection of a ‘real’ world to prepare young adults for the future (Jackson, Ivinson, 15). (5) When both genders learn together, they learn from one another and benefit from absorbing various learning styles (Saunders, 4). (6)
My personal philosophy of education is centered on my desire to help students accomplish lifelong goals, and to help them understand and function in the world they live in. I want students to learn academic material and develop the ability to relate that material to their lives productively. The school I teach at promotes academic rigor, which I feel is very important, but I prefer to promote academic in addition to social rigor due to my students and their disabilities. Education should be all about developing the mind to letting students just be themselves (Wiles & Bondi, 2007). My philosophy of education relates more towards realism, idealism, and experimentalist, in which I believe connects with the style of education I learned as a child and the type of educational system that I teach in now.
In this paper I will use a multitude of research that shows scholarly evidence on why single sex education is harmful to one’s over all wellbeing and physiological health throughout one’s life. Single sex education is defined, as “the practice of conducting education where male and female students attend separate classes or in separate buildings or schools”(Pinzler, p. 785, 2005). The controversy over single sex education involves aspects such as its effectiveness and social ramifications of binary genders. Supports of single sex education believe that there are fewer distractions because everyone is of the same sex. Supporters also believe single sex education is also seen as a way to break down stereotypes such as women not doing well in the math and science field. They believe that single sex education helps males also break out of typical gender roles such as hyper masculinity. However, proponents believe separating girls and boys makes little to no difference in their academic achievement and is actually more harmful to your identity.
Before title IX girls were not given the same opportunities as boys in physical education classes. They were not taught to perform skills as advances as boys, so tile IX changed that and made co-ed physical education classes. This gave girls and boys the same opportunities because they were actually participating together in the same class period. Even though it was a positive thing that girls were receiving the same attention the boys were receiving, it changed the way that both sexes acted as well as preformed in their classes for multiple reasons. The opposite sex can have an effect on one another, which causes more distractions and more attention is seeked from both sexes. Co-ed physical education also brings out male superiority, which can have a negative effect because the girls will then feel less dominate and will be much less likely to participate. On the other hand, with same sex physical education classes students are more likely to stay focused as well as be more competitive with their peers, more so than co-ed schools because they do not have to worry about impressing the opposite sex or being embarrassed. Co-ed and same sex physical education classes both have positive and negative effects because students are influenced by their peers around them and do not always perform the way they would if they were not with the opposite sex.
An inclusion model I would implement in the school system for the disabled children would be a Co-Teacher model. There are many great benefits to this model, such as; A specialized teacher specifically for them to help them whenever needed, relieves stress on teacher, and it provides a safe classroom for the disabled children.
Same sex classes make it possible for teachers to cater to student needs in a more efficient way. In general boys benefit from hands on learning, but girls benefit from calm discussions (Mullins 3). Girls tend to doubt themselves while boys think they can do anything. Boys need to be brought down from the clouds while girls need to be dug out of a hole (Mullins 3). David Chadwell says, "Structure and connection are two key concepts when examining gender in the classroom. All students certainly need both, but it seems that teachers need to consider the issue of structure more with boys and the issue of connection more with girls" (7), and Kristen Stanberry’s research has shown, "Some research indicates that girls learn better when 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" (1). These observations further support the idea that same sex classrooms can cater to student’s...
The teacher tossed a Styrofoam basketball to the outstretched arms of a fifth grade boy. Catching the ball was the incentive for the boys to point out missing conventions in a paragraph. The teacher projected a paragraph on the board with omitted punctuation for the students to add. The other boys in the class watched him as he went to the board to add the missing comma and then tossed the ball back to the teacher. A few seconds later, other arms shot up in the air to point out other missing conventions (Stotsky). A simple incentive of competition for the boys made them enjoy learning and actually got them to participate in class. Although single-sex classrooms can develop stereotypes for both genders, separating boys and girls can be beneficial for the students. Single-sex classes are more effective because they raise test scores, create fewer distractions, and make kids interested in school.
Finally, there is no one sex school is going to be right for every student. There are many advantages and disadvantages mentioned in that essay before. But it's thought all over the world that the coeducation is preferred worldwide. About 90 % of schools all over the world are stuck to co-education. Mixed-sex education has achieved higher success rate. They also graduate students who are settled emotionally and able to deal with the real society. "There are not any dominant blessings for single-sex schools on academic grounds. Studies all over the world have failed to expose any major variations.'' - Academician Alan Smothers, director of education and employment analysis at the University of Buckingham 2011.
The single-sex format creates opportunities that do not exist in the coed classroom. (Edison 1) Researchers are unaware that both genders brains function differently. This lack of knowledge may be why the real truth about single-sex education being more efficient than co-ed education has not been discovered. Some say single-sex education may be the key for a brighter generation. It shows to improve test score dramatically. The number of public schools experimenting with single sex classes is now reported to be more than 350. (Silva 130) Some research also shows that single-sex classes have a more welcoming atmosphere. Single-sex education improves grades while coed educations keep an average pace.
Single sex education is a controversial battle that will most likely continue for decades. However, research and studies have shown in multiple cases and circumstances that single sex education is an extremely important tool that should be utilized in numerous situations. Many people think that dividing students based on sex will perpetuate gender discrimination; however, this kind of education may bridge more gaps than people realize. Not only do boys and girls develop and function differently, they are distracted by one another. Eliminating distractions and making classrooms conducive to each gender and learning style will ultimately result in a tremendous incline in academic grades and student participation.
Some people think that single sex schools are good because girls and boys feel free to talk, ask and raise their hands without being made fun of, "The theoretical approach termed 'girl power' argues that girls lag behind boys in some subject in co-ed classrooms." (predit, 2014). However, Single sex schools are very bad because it affects children attitude, they will find difficulty in communicating with their colleagues in college as they were secluded and didn't interact with other sex in school. Boys and girls should know from a young age how to deal with the opposite sex, instead of facing that when they become adults, and don't have experience on what to do. 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 restrains their chance to work helpfully and cooperate effectively with parts of the inverse sex. "It is not long before the youth of today will be the parents, co-workers and leaders of tomorrow" (strauss, 2012). "Anything we organize along any variable, if we're saying boys he...
By asking students about their situation in school, linked to the teaching-style of their teachers, I found out in which way students are influenced by the way their teachers try to submit the knowledge to them.