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Exercise On Citations (Reference List Done)

This document discusses arguments for and against separating middle school students by sex into single-sex classes. While some research shows no improvement in test scores from single-sex classes, other research shows positive results, like increased confidence and improved attitudes toward math and science among girls. Supporters argue that separating sexes reduces distractions and creates a better learning environment by making students less self-conscious, while opponents say it could send a discriminatory message and students need experience working with the opposite sex. The conclusion is that the law prohibiting single-sex public school classes should be changed since discrimination occurs more in mixed classes.

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Ariff Rizwan Sahab
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112 views2 pages

Exercise On Citations (Reference List Done)

This document discusses arguments for and against separating middle school students by sex into single-sex classes. While some research shows no improvement in test scores from single-sex classes, other research shows positive results, like increased confidence and improved attitudes toward math and science among girls. Supporters argue that separating sexes reduces distractions and creates a better learning environment by making students less self-conscious, while opponents say it could send a discriminatory message and students need experience working with the opposite sex. The conclusion is that the law prohibiting single-sex public school classes should be changed since discrimination occurs more in mixed classes.

Uploaded by

Ariff Rizwan Sahab
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Exercise: Write the in-text citations and reference list for this essay using APA style.

Separating the Sexes, Just for the Tough Years The middle school years are known to be the tough years. These are the years when the uneven pace of girls and boys physical, emotional, and cognitive development is most noticeable. Girls are ahead of the boys on all counts, and both suffer. Educators debate whether separating boys and girls during these difficult years might improve students academic performance. Separate classes are now prohibited in public schools that receive federal funds, but a change in the federal law that prohibits them is under consideration. Although some parents and educators oppose same-sex classes, there is some evidence that separating boys and girls in middle school yields positive results. Opponents of single-sex education claim that test scores of students in all-girl or all-boy classes are no higher than those of students in mixed classes ( Study, 1998 )1. However, the research is inconclusive. Despite the fact that some research shows no improvement in test scores, other research shows exactly opposite results ( Blum, 2002 )2. More important, many psychologists believe that test scores are wrong measuring sticks. They believe that self-confidence and self-esteem issues are more important than test scores. For example In same-sex classes, girls reported increased confidence and improved attitudes toward math and science, ( Study, 1998 )1. These are results that cannot be calculated by a test but that will help adolescents become successful adults along after the difficult years of secondary school are past. New York professor Carol Gilligan is certain that girls are more likely to be creative thinkers and risk-takers as adults if educated apart from boys in middle school ( Gross, 2004, p. A16 )3. Boys, too , gain confidence when they do not have to compete with girls. Boys at this age become angry and fight back in middle school because they feel inferior when compared to girls, who literally out think them. With no girls in the classroom they are more at ease with themselves and more receptive to learning ( Gross, 2004, p. A16 )3. Opponents also maintain that separate classes (or separate schools) send the message that males and females cannot work together. They say that when students go into the work force, they will have to work side-by-side with the opposite sex, and attending all-girl or all-boys schools denies them the opportunity to learn how to do so ( North Carolina School, 2000 )4. However, such an argument completely ignores that fact that students constantly interact with members of the opposite sex outside school. From playing and squabbling with siblings to negotiating allowances, chores, and privileges with their opposite-sex parent, children learn and practice on a daily basis the skills they will need in the future workplaces. The final argument advanced by opponents of same-sex education is that it is discriminatory and, therefore, unconstitutional. However, research supports exactly the opposite conclusion: that discrimination is widespread in mixed classes. Several studies have shown that boys dominate discussions and receive more attention than girls and that teachers call on boys more often than they call on girls, even when girls raise their hands (North Carolina School, 2000, p. B4 )4. Clearly, this is discriminatory. It should be evident that the arguments against same-sex classes are not valid. On the contrary, many people involved in middle-school education say that same-sex classes provide a better learning environment. Boys and girls pay less attention to each other and more attention to their schoolwork ( )5 . As one teacher noted, Girls are more relaxed and asked more questions; boys are less disruptive and more focused ( )4. Girls are less fearful of making mistakes and asking questions in math and science; boys are less inhibited about sharing their ideas in language and literature. Furthermore, school students are not disadvantaged by lack of contact with the opposite sex because they have many opportunities outside the school setting to interact with one another. Finally, discrimination occurs in mixed classes, so discrimination is not a valid argument. Therefore, in my opinion, the law prohibiting same-sex classes in public schools should be changed.

References Cited Sources Blum, J. (2002, June 27). Scores soar at D.C. school with same-sex classes. Washingtonpost.com. Retrived from http://www.washingtonpost.com/ac2/wp-dyn/A52023-2002Jun26?/language=printer Gross, J. (2004, May 31). Splitting up boys and girls, just for the tough years. The New York Times, p. A16. Marquez, L. (2004, May 13). No distraction? Proposed title IX changes would allow separate classes for girls and boys. ABC News. Retrived from http://abcnews.go.com/sections/WNT/US/same_sex_classrooms_040513.html North Carolina school stops same-sex classes. (2000). American Civil Liberties Union News, B4. Retrived from http://archive.aclu.org/news/2000/w040500d.html Study: All-Girls Schools Dont Improve Test Scores. (1998, March 12). CNNinteractive. Retrived from http://www.cnn.com/US/9803/same.sex.classes/

Source: Oshima, A., & Hogue, A. (2006). Writing Academic English (4 ed.). New York: Pearson & Longman.

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