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    All Girls Classrooms

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    Deyanira Garcia
    This document summarizes research on whether all-girls classrooms are more conducive to academic achievement in math and science. Some studies have found benefits for girls in single-sex environments, though the research results are still inconclusive. The best approach may be adapting coed schools to include single-sex classes for certain subjects. While factors like socioeconomic background make isolating variables difficult, there is consensus that exploration into teaching methods and classroom dynamics is still needed to understand how to support all students equally in these fields.

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    All Girls Classrooms

    Uploaded by

    Deyanira Garcia
    23 views5 pages
    This document summarizes research on whether all-girls classrooms are more conducive to academic achievement in math and science. Some studies have found benefits for girls in single-sex environments, though the research results are still inconclusive. The best approach may be adapting coed schools to include single-sex classes for certain subjects. While factors like socioeconomic background make isolating variables difficult, there is consensus that exploration into teaching methods and classroom dynamics is still needed to understand how to support all students equally in these fields.

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    AllGirlsClassrooms

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    This document summarizes research on whether all-girls classrooms are more conducive to academic achievement in math and science. Some studies have found benefits for girls in single-sex environments, though the research results are still inconclusive. The best approach may be adapting coed schools to include single-sex classes for certain subjects. While factors like socioeconomic background make isolating variables difficult, there is consensus that exploration into teaching methods and classroom dynamics is still needed to understand how to support all students equally in these fields.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    23 views5 pages

    All Girls Classrooms

    Uploaded by

    Deyanira Garcia
    This document summarizes research on whether all-girls classrooms are more conducive to academic achievement in math and science. Some studies have found benefits for girls in single-sex environments, though the research results are still inconclusive. The best approach may be adapting coed schools to include single-sex classes for certain subjects. While factors like socioeconomic background make isolating variables difficult, there is consensus that exploration into teaching methods and classroom dynamics is still needed to understand how to support all students equally in these fields.

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    Attribution Non-Commercial (BY-NC)
    Download as DOC, PDF, TXT or read online from Scribd
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    of 5

    Are All-Girls Classrooms More Conducive to Academic Achievement in Math and

    Science?

    Deyanira Garcia Zea

    Educational Psychology 602

    Texas A&M University

    February 17, 2010


    Abstract

    This critique evaluates some of the research done on the benefits as well as
    disadvantages of all girls classrooms and the impact on their academic achievement as it
    relates to math and science, which are fields usually dominated by males. There have
    been many studies that contrast the differences between coed and single-gender
    classrooms and the long-term benefits in high school and even post-secondary schools.
    The findings of research are quite controversial, and they are still inconclusive as to the
    real long-term benefits of single-gender schools especially for girls.

    One relevant point in the studies is that there is some agreement among
    researchers who support this theory, that the best alternative is to adapt public coed
    schools to the system of single-gender classes for math and science, instead of
    establishing a whole school segregation approach. (Shapka J. D., 2003).

    Some of these studies, both in favor and against single-gender schooling, have
    been highly criticized for the lack of proper statistical procedures, others for the
    population samples focusing on private, public or catholic schools only, but many
    researchers believe that there is a significant need to continue to investigate this issue and
    seem to have reached an agreement that it is crucial for education in the U.S., to establish
    what works in either catholic, private or single gender classes in coed schools and be able
    to replicate it in any of those environments.

    2
    Introduction

    The issue of gender in the schools has been investigated for many years, not only
    in the United States but also in Europe and Asia. In order to address this gender question
    and its relationship to academic achievement in math and science, it is compelling to start
    by analyzing the teacher-student interactions in the classroom. Empirical findings suggest
    that the interest boys and girls possess towards science is affected by the way teachers
    interact with them. Furthermore, studies support the view that males receive more
    attention from teachers and their learning is more encouraged in science classes than their
    females’ counterparts. Additionally, male and female teachers seem to also have higher
    expectations for boys in math and science than for girls. Research on the behaviors of
    parents and families also suggests that their expectations about boys and girls and
    scientific subjects are also heavily influenced by stereotypes. (Hoffmann, 2002)

    One view against single-gender classes is that by separating boys and girls we
    would create a social environment that does not exist in the real world, where men and
    women compete professionally. However, the opposite view contends that on the
    contrary, coed classrooms reflect too closely a reality of a world that is filled with
    stereotypes and where men still have advantages over women especially in the scientific
    field. (Shapka J. D., 2003)

    Review of Literature

    It is interesting to review the different research studies performed in different continents


    have many points in common stemming from both supporters and detractors of single-
    gender schooling. There was a longitudinal study carried out in the Quebec, Canada to
    assess the impact of segregation in mathematics achievement of boys and girls. The
    sample population was taken from eight public coed schools and two public all-girls
    schools. Their result was that there is no significant impact on the achievement in
    mathematics for girls in either school. They concluded that rather than taking the costly
    measure of segregating schools, more efforts must be directed towards improving
    teachers’ pedagogical methods. (Chouinard, 2008)

    3
    The main problem in dealing with research in this issue is that there are many
    external factors that affect achievement, such as socioeconomic background, innate
    ability, motivation whether intrinsic or imposed by parents. Therefore, as long as these
    factors cannot be controlled there will always be room for criticism and for selection bias;
    which is a distortion resulting from the method of collecting samples, then any
    conclusions drawn may be wrong, attracting more and more controversy. (Jimenez,
    1989)

    Some retractors accuse single-gender schools of being anticuated and backwards


    and that it does not foster socialization development but one thing to ponder about is that
    if this is true why was the amendment of 1972 which prohibited teaching mathematics in
    single-gender classed revoked in 2002? Making such a major decision must be somehow
    backed by research, even if inconclusive, there is definitely “reasonable doubt” to allow
    the option of segregating, at least for math courses.

    Conclusion

    Single-gender school numbers are one the rise in the United States since the
    issuance of the No Child Left Behind Act in 2001, which authorizes the use of any
    innovative and creative method of teaching. In response to this modification, as of the
    2007-2008 school year there were 97 single-sex public schools and 295 coed schools
    were imparting single-sex courses. (Billger, 2009). It seems that this trend is on the rise.
    Even though the research is inconclusive, to some extent there is some consensus that the
    beneficiaries of single-gender education in math and science are girls and that coed
    classes seem to be better for boys. The key is to continue exploring and conducting
    research in this fascinating and controversial area and find a balance of what works for
    each. Additionally, the research is clear that teachers treat each differently according to
    the subject, then this may also be the root of the problem on why girls are not motivated
    to pursue careers in these fields. The focus should then be on teachers’ education.

    4
    References

    Billger, S. M. (2009). On reconstructing school segregation: The efficacy and


    equity of single-sex schooling. Economics of Education Review , 28, 393–402.

    Chouinard, e. a. (2008). Coeducational or single-sex school: does it make a


    difference on high school girls’ academic motivation? Educational Studies , 34 (2), 129-
    144.

    Hoffmann, L. (2002). Promoting girls’ interest and achievement in physics classes


    for beginners. Learning and Instruction , 12 (5), 447-465.

    Jimenez, E. (1989). Enhancing Girls' Learning through Single-Sex Education:


    Evidence and a Policy Conundrum. Educational Evaluation and Policy Analysis , 11 (2),
    117-142.

    Shapka, J. D. (2003). Effects of a Girls-Only Curriculum During Adolescence:


    Performance, Persistence and Engagement in Mathematics and Science. American
    Educational Research Journal. 40 (4), 929-960.

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