Single-Sex and Coeducational Schools

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Table of Contents

Introduction: Single-Sex and Coeducational Schools
An Ethical Perspective: The Significance of the Societal Interactions
A Logical Standpoint: What Statistical Data Says
The Opponent’s Opinion: The Argument to Be Considered
Analysis: Looking for the Sensible Step to Take
Conclusion: Making the Right Choice
Works Cited

Introduction: Single-Sex and Coeducational Schools

The debate regarding the promotion of single-sex schools as opposed to coeducational facilities has been going on for quite long, no adequate solution to the problem has been provided yet (Richard 83). However, assuming that the issue under analysis has a comparatively low significance for the members of the modern society would be wrong. Although a range of statements concerning same-sex vs. coed schooling have been made in favor of the former, the importance of diversity and promotion of social interactions is, nevertheless, significant enough to consider the impact of the same-sex educational environment rather dubious.

An Ethical Perspective: The Significance of the Societal Interactions

Viewing the idea of gender diversity in classroom from an ethical standpoint, one must admit that, by depriving learners of the opportunity to interact with the representatives of the opposite gender in the educational setting, one is likely to deny students of the ability to develop the communicational patterns that they will require when conversing with the representatives of the opposite sex.

A Logical Standpoint: What Statistical Data Says

Researches point to the fact that the current design of educational institutions as far as the gender diversity rates are concerned is the most beneficial one in terms of meeting learners’ needs and creating a flexible teaching strategy (Richard 85; Arnold and Smith 56). More importantly, studies indicate that there is a strong need to promote gender diversity so that learners could create positive interaction patterns in the future. Finally, one must address the issue of possible psychological disorders development. As a recent research asserts, the possibility of bullying is much higher in the same-sex educational environment (Smith 44).

Last but definitely not least, the fact that students tend to perform in coeducational schools considerably better than the learners in same-sex facilities needs to be brought up (The High Schools with the Highest SAT/ACT Scores in the Nation par. 4).

As the chart provided below shows, the learners studying in traditional schools show much more impressive results than the ones that attend same-sex educational institutions. Although the statistics allows for only a general overview of the situation and does not help detail specific cases, it still serves as an impressive proof of the fact that same-sex educational facilities are not the best choice at present.

*Figure 1. Students’ Performance in Same-Sex vs. Coeducational Facilities (SAT): 2014 Statistics (The High Schools with the Highest SAT/ACT Scores in the Nation par. 3).*

The Opponent’s Opinion: The Argument to Be Considered

According to the proponents of single-sex schools, the environment that the latter create helps come up with a uniform teaching strategy that will allow for embracing the needs of all students. Since the diversity of the latter is going to drop, the design of an all-embracive teaching approach will become a possibility (Arnold and Smith 55).

Analysis: Looking for the Sensible Step to Take

Compared to the current standard for the educational environment, same-sex schools lose points due to the lack of diversity. One may make a very slim argument that the change to a single-sex environment might help introduce a more coherent approach toward teaching students by appealing to their individual needs. Once one of the diversity factors (i.e., gender) is out of the picture, the teachers will be capable of applying a simpler strategy toward delivering the essential information to students and helping the latter train their skills efficiently.

However, the above benefit can be deemed as rather dubious when compared to the negative outcomes to be expected. The lack of diversity in schools must cause a drop in students performance, as a recent study has shown (Mhlauli and Muchado 127). Of course, there is a chance that the promotion of same-sex schooling might help students focus better once they are not distracted by interactions with their peers of the opposite sex. However, academic success should not come at the cost of social skills, including the capability of communicating with the representatives of a different gender.

Moreover, the fact that the bullying issue is a point of concern in same-sex schools needs to be addressed correspondingly. While encouraging learners to excel in their academic efforts is important, the process of facilitating their emotional and psychological wellbeing is crucial. Seeing that the exposure to consistent bullying is detrimental to the students’ self-esteem and perception of self, it is strongly suggested that the same-sex schooling framework should remain a concept until the above issue is resolved. Seeing that the implications of advocating single-sex schooling are dubious, at best, and detrimental, at worst, it is highly recommendable that same-sex schools should remain a concept at least until possible tools for improving the current approach are created.

Conclusion: Making the Right Choice

A single-sex school cannot be deemed as a rather unnecessary change to the current framework of education as it will prevent students from gaining essential information about gender diversity. Although the current educational design may have some problems, such as the lack of opportunities for applying an individual approach to each student, it is evidently superior to the same-sex one from the societal perspective.

Works Cited

Arnold, Shaina Dochterman, and Carla D. Smith. “Difference in Step Counts of 8th Grade Girls During Single Gender and Coeducational Team Games.” Missouri Journal of Health, Physical Education, Recreation, and Dance 25.1 (2015): 52-59. Print.

Mhlauli, Mavis B., and Jabulani A. Muchado. “Hearing Voices Inside Schools: Issues of Sexuality in Upper Classes in Primary Schools in Botswana.” Journal of Education and Human Development 4.2 (2015): 130-141. Print.

Richard, Gabriela T. “Designing Games That Foster Equity and Inclusion: Encouraging Equitable Social Experiences Across Gender and Ethnicity in Online Games.” Design 1.1 (2013): 83-88. Print.

Smith, Beth. “The Existence of a Hidden Curriculum in Sex and Relationships Education in Secondary Schools.” Transformations 1.1 (2015): 42-55. Print.

The high schools with the highest SAT/ACT scores in the nation. 2014. Web.

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