"Single-Gender Concept Entering Public Schools"
...l and so the Chicago Board of Education realized that something should be done to change that. The author then interviews several affiliates of the organization for a few inside thoughts about the schools operating techniques. One of the science teachers at the school says that one of the best things that she offers (or the science department as a whole) is that the students are able to receive a hands on experience from their teaching styles. In her opinion, an all girls school is clearly a better option as opposed to the co-ed system because it stimulates interest and encourages participation without being afraid of being wrong or looking stupid. All in all, the emergence of this single-gender public school in Chicago has seemed to be quite successful to this point. Test scores are significantly higher as compared to those of inter gender public schools, and girls are coming closer to closing the gender bias of not being as academically inept in subjects dealing with math and science. Supporters of this concept also point out that students attending single-gender private schools have always been commended for their academic achievements. So why shouldn’t students who can’t afford private single-gender school be given the same opportunity to excel? Even so, the article depicts some opposing views of separating students based on their gender. The executive director of the American Civil Liberties Union, Colleen Connell-- poses several reasons as to why single-gender public schools are not the key to solving public school problems. Instead, according to Connell, creation of these types of facilities don’t asses the many social, economic and educational problems that students will inevitably face whether they be in single-gender or co-educational public schools. Connell believes that these are the real issues- not whether boys and girls are taught separately or in the same schools. The past president of the American Association of University Women voices another concern. Her concern is that the schools might put subconsciously bring about strong implications on either sex, that will lead young boys or girls to develop the “wrong idea” about men or women in the more general sense, thus creating an ever bigger gap in gender biases and stereotypes. This article is both interesting and informative in it’s content. This is a concept that I had never given much thought to before since I myself have always attended co-educational public schools. However, after reading this article, I can’t help but to wonder what it may have been like to go to school with only girls. Seeing the article from my own standpoint, I cannot deny the stereotypes that have been put forth because I have always found myself to struggle very hard to maintain good grades in classes that deal with math, science and technology. These are classes that I have always found hard and I have always hesitated to share my answers among the class because of a fear of always seeming less intelligent when it came to these particular subjects. If I had the option to attend one of the schools in the past, I definitely would be front and center with my application in hand. I feel that the creation of these single gender schools will help girls to be more competitive and guys to be more collaborative where academics are concerned if administered properly. After reading the article, it is quite evident that the all girls’ school in Chicago has overall been a great way to help young women excel in subjects that were harder for them. At the same time, the article does raise several controversial issues as far as stereotypes and gender biases. Looking at the article from a more general standpoint, my own opinion aside, I am able to see certain conflicts and issues that could very well arise through the separation of the genders. I did some additional research on the subject of single gender public schools to gain a better perspective of this issue altogether. In my research I found that the state of California recently administered a variation of this concept (they taught same gender classes but from the same facility) and so far it seems to be operating smoothly. According to a report recently released by the Long Beach USD Office of Research, Planning and Evaluation, the students are doing very well. The district compared cumulative grade point averages to current GPAs for all students who attended Jefferson in 1998-99 and who are currently enrolled in 1999-2000. Among the findings: "Student grade point averages for students who had previously attended Jefferson in either grades 6 or 7 increased for all students, male and female, in both grades 7 and 8 under the single gender academy configuration. The increase was statistically significant for both genders at grade 7 and for males at grade 8." I also found that the teachers said that separating the genders in the classrooms has proven to be effective from their perspective. One article from the American Association for University Women in 1998 entitled, Separated by Sex: A Critical Look at Single-Sex Education for Girls challenges this concept. They feel that there is not enough evidence that supports the notion that single-sex education works better for students then coeducation. They offer the notion that as long as elements of good education are present, the student will succeed. If teachers are focused and enforce academic curriculum, if small classes are given to be able to assess the needs of all students in the classroom, and if parents commit themselves to encouraging their children, good academic standing is inevitable. B...