Single-Sex Schooling Causes Stereotyping and Legitimizes Institutional Sexism

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There is a long history of single-sex schooling, in which males and females attend specific classes or schools only with members of their same sex. This separation of genders may be done for educational purposes or in combination with other factors, such as social interactions that occur between male and female students. There is some support for the idea that single-sex schooling can be beneficial, especially for outcomes related to academic achievement and more positive academic aspirations (Lee, 2008). Although, there are many benefits of children attending single-sex schools, evidence shows that sex segregation can also gender stereotyping and legitimizes institutional sexism (Kennedy, 2000). 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. Single sex classes may help to break down stereotypes that the coeducational classroom may inadvertently reinforce. While attending single sex schools, students are more likely to excel in any subject, rather than limit ... ... middle of paper ... ... Middle Level Education Online, 30(4), 1-15. Isensee, L. & Vasquez, M. (2012, October 17). Girls and boys: Separate but educated. The Miami Herald. Retrieved from http://www.miamiherald.com/2012/10/17/vfullstory/ 3054740/girls-and-boys-separate-but-educated.html Lee, Valerie E.; Bryk, Anthony S. Effects of single-sex secondary schools on student achievement and attitudes. Journal of Educational Psychology, Vol 78(5), Oct 1986, 381-395. doi: 10.1037/0022-0663.78.5.381 Olson, Christine 2010. The gender divide: The effectiveness of departmentalized gender- inclusive classrooms: Capella University, ProQuest, UMI Dissertations Publishing, 2010. 3402233 Stanley, J.C. Stumpf, Heinrich 1998. Current Directions in Psychological Science. Stability and Change in Gender-Related Differences on College Board Advanced Placement and Achievement Tests. December 1998 7:192:196

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