PRO-Single Gender Good

FW-Kirner-enrollment voluntary
Equal coed class must b provided

C1: Academic Advantages
A-benefits for female students
Gender Society - teachers more encourage boys
Cable-boys dominate discussion
Called on 8x more
Smith-girls like it b/c not competing
For attention, less aggression
UEssex-7% more pass class,
10% better test scores




B-Benefits for male students
American Institute Research
1. underperforming boys deemed lazy
2. punished for being active
Gray - solvency
1. targeted teaching
2. less distractions
Kirner - 135% increased proficiency





C2: Safe Place
Benefits of the option-
1. Cable - boys pursue feminine subjects
2. Flaherty - girls express selves, more effort

Impact:
Spradlin - girls 6x more math and science majors
UVA - boys twice as likely to pursue art
CON 1-Single Gender Bad
FW-edu extend far beyond classroom
Farrell-quality=student prep for mixed gender society,
Performance in workplace, social tolerance.
Learning to interact in real world most import. skill

C1-Single gender does not improve academic quality
Bank - differences within genders are the largest
Eliot - meta analysis- no academic advantage
- studies that say otherwise use biased methodology
no controls, real causes are money, teachers, pre selected students
APA - 184 studies, 1.6 million kids, zero difference from single gender




C2-Single gender classes encourage sexist stereotyping
AAUW-reinforces gender stereotypes, increases discrimin.,
Restricts educational opprotunities for girls and boys
Not boys/girls learn differently,
But girls cnt do what boys do vice versa
WhitmanCollege-
14% increase in stereotypical attitudes per class
harms quality 2 ways:

1-affects attitudes inside/outside classroom
Spradlin-stereotypes treated as biological differences
Hurts students confidence, motivation, engagement
Even carry through to society as grow up

2- aggression, divorce, depression
NYT- boys become more aggressive
Sullivan - 126% odds of divorce
Leonard - higher depression in 40s

3-increased bullying
Kehler-boys against norm higher risk of bullying
UAuckand-9% more bullying in SS schools
Woda-suffer anxiety, depression, loneliness, unhappiness
Trouble sleeping, focusing, making decisions
Low self-esteem, isolate themselves
Drop out of extracurriculars, not speak up in class
Results in decreased grades and educational achievement
CON 2-Single Gender Bad
FW-edu extend far beyond classroom
Farrell-quality=student prep for mixed gender society,
Performance in workplace, social tolerance.
Learning to interact in real world most import. skill


C1: Tradeoffs
Hyde - Need to make boy, girl and coed, costs more
ACLU - prioritizing single sex classes, schools do not fund
- small classes, mentors, counseling
Greenwald - 60 studies, draining resources decreases achievement
- need textbooks and technology
Single sex classes creates a vicious cycle


C2-Single gender classes encourage sexist stereotyping
AAUW-reinforces gender stereotypes, increases discrimin.,
Restricts educational opprotunities for girls and boys
Not boys/girls learn differently,
But girls cnt do what boys do vice versa
WhitmanCollege-
14% increase in stereotypical attitudes per class
harms quality 2 ways:

1-affects attitudes inside/outside classroom
Spradlin-stereotypes treated as biological differences
Hurts students confidence, motivation, engagement
Even carry through to society as grow up

2- aggression, divorce, depression
NYT- boys become more aggressive
Sullivan - 126% odds of divorce
Leonard - higher depression in 40s

3-increased bullying
Kehler-boys against norm higher risk of bullying
UAuckand-9% more bullying in SS schools
Woda-suffer anxiety, depression, loneliness, unhappiness
Trouble sleeping, focusing, making decisions
Low self-esteem, isolate themselves
Drop out of extracurriculars, not speak up in class
Results in decreased grades and educational achievement
CON 3-Single Gender Bad
FW-edu extend far beyond classroom
Farrell-quality=student prep for mixed gender society,
Performance in workplace, social tolerance.
Learning to interact in real world most import. skill


C1-Single gender classes encourage sexist stereotyping
AAUW-reinforces gender stereotypes, increases discrimin.,
Restricts educational opprotunities for girls and boys
Not boys/girls learn differently,
But girls cnt do what boys do vice versa
WhitmanCollege-
14% increase in stereotypical attitudes per class
harms quality 2 ways:

1-affects attitudes inside/outside classroom
Spradlin-stereotypes treated as biological differences
Hurts students confidence, motivation, engagement
Even carry through to society as grow up

2-increased bullying
Kehler-boys against norm higher risk of bullying
UAuckand-9% more bullying in SS schools
Woda-suffer anxiety, depression, loneliness, unhappiness
Trouble sleeping, focusing, making decisions
Low self-esteem, isolate themselves
Drop out of extracurriculars, not speak up in class
Results in decreased grades and educational achievement



C2: Coeducational education has better academics
Warrants
1. Canadian center for knowledge - boys classes have violence
Jackson - boys try to demonstrate masculinity in single gender
- Boys become too preoccupied with each other, not studies
2. Pahlke - US girls in CE have higher aspirations

Impacts
1. Baker - boys have significant improvement in math in CE
Lee - boys in single sex classes score lower, controlled

2. Daly - girls participate in more science in CE