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Zach Pope

English 1201

Professor Kretzer

March 19, 2019

Single Sex vs. Co-ed Educations

Single sex and co-ed schools have been a hot topic of debate. Many opinions of

professionals within the education industry including parents and even kids-whose opinions

might be a little biased have weighed in on this debate. Do you have a friend, boy/girlfriend, or

even a husband/wife of the opposite gender? Imagine being unable to see them for at least 8

hours a day because they have to go to a different school or workplace. Sounds unappealing

doesn’t it? There are countless reasons why single sex educations are more beneficial. The list

goes on and on. However, I disagree with that claim. I believe co-ed educations are more

beneficial to students because it teaches them how to behave around the opposite gender as well

as how to treat them. Also, distractions such as friends and dating will teach students how to

focus and set their priorities. Lastly, co-ed educations are more beneficial to students because

the interactions with the opposite gender prepares them for the real world. The real world is co-

ed; not single sex. The main goal of schooling is to prepare kids for the future.

Single sex educations were a big concept before late 19th century. Before women even

attended school, they were taught at their home by their mothers while the boys went off to

school. Around 1875 was when women started attending schools and learning. However, the

schools were mainly separated by gender, meaning all-boys schools or all-girls schools. As time

went on into the late 19th century and into the early 20th century, women started going to male

schools and even graduating from male colleges. Women had been graduating from all-girls
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colleges as early as 1840, but very few had been able to attend—let alone graduate—from a

school that was originally an all-boys school. Women began attending all-male colleges in record

numbers in the early 1900s. All-girls schools and even colleges were beginning to form all across

the nation. Around 1920 was when the all-girls and boys schools began to turn into co-ed

schools. This was during the height of the women’s suffrage movement. The women’s suffrage

movement played a big role in fighting for equality for women in educational opportunities.

They not only fought for equality but also urged more and more women to go to college. As the

number of girls who attended college rose, calls for equality in all other extracurriculars and

other college offerings were starting to grow. The women who were attending or attended

college pushed for that equality, and Title IX was passed in 1972. This law states that no person

can be denied any educational program or opportunity based on sex. This was a big win for the

women because now sexual discrimination could not be administered. The main idea behind this

act was that however much money or opportunities there are for males, the same has to be

offered for females. Some people believe Title IX is a waste of money and should only be in

place for the necessary opportunities and extracurriculars. The main argument is that college

would be a lot cheaper. However, we see today that the women’s empowerment movement is

only growing stronger, and to overturn such a huge piece of legislature would be nearly

impossible. Title IX has shaped today’s public schools and colleges. Nearly every public school

is now co-ed, as well as the majority of private schools.

The real world can be hard. It is also full of distractions, whether it be friends, significant

others, or even strangers. They all take time out of your day or attention away from your goals.

School can be seen just like that. The real world is not single sex and it will not cater to your

specific learning styles. So why should school be any different? In all experiences I have had
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going through schooling, not one teacher has told me “I do not care about your future.” Instead

they say, “I am preparing you for the future.” St. Andrew’s College agrees that school should

build you for the future, “ Life is co-ed, so it makes sense for students to spend their formative

years in a highly engaged co-educational learning environment as they prepare for their future

beyond school in a diverse society,” (StAC 1). Also, in an article published by ourkids.net, the

authors talk about the reality of the world and how schools should prepare students for it. The

director of a college in Canada explains that “‘This is the reality of the world. You're going to be

in an environment that's both male and female, and I think it's a healthy environment to grow up

in,’”(Ourkids 1). Kids growing up and learning how the real world works is extremely important.

They later add that employers and job opportunities will involve working with the opposite sex.

“They learn to work together productively, which is what they will be expected to do throughout

their life. So there is good preparation happening for university and beyond," (Ourkids 6). Being

able to attend a co-ed school and college will prepare you for the long journey ahead. A college

professor, Carol Martin, expressed her opinion about the two genders working together. “The

cost of single-sex education is not only a burden on schools, but within society if children fail to

learn to work with other-sex individuals”(ASU 6). Both genders need to work together to be able

to achieve a common goal. Being able to communicate to the opposite gender efficiently and

successfully also is important in society. Crystal Ayres said “If a student is studying in a school

or university with members of the opposite sex, he or she will be exposed to men and women as

well as communicate with them. Since both genders have different ways of expressing

themselves, studying in coed schools can help an individual with communication skills”(Ayres

5). If coming up through a single sex childhood will separate kids from the opposite gender,

there will be repercussions to that. When you get a job and go out into the real world, it will be
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co-ed. Being able to work with and achieve with the opposite sex is necessary for success. Being

raised in co-ed education systems will build the skills needed to succeed.

Everyone has had a crush at some point. Maybe it was the girl in your science class or the

boy who sat next to you on the bus. Whatever the case might be, co-ed schools allow for better

engagement between sexes and offer more diversity among the student body. Having both sexes

in a school can have negative effects. One guy is staring longingly at a girl in his class not even

paying attention to what the teacher is saying. Or two girls might fight over a guy in the hallway

and get suspended. Either way, this has been seen as a negative toward co-ed schools. However,

this is also a positive. With rich diversity in the student body, students can choose friends based

on who they are most compatible with. This could be a mix of boys and girls or their own

gender. Within these groups, students learn how to get along and work with each other despite

distractions from the opposite gender. The ability to choose your friends are not based on gender

can be a real benefit to people who are introverted. Students who are quiet may not be able to

talk to whoever they want or find a small group of students who are also quiet. In a school of all

one gender, you are forced to be friends with the same gender and with students you might not

like. A psychologist named Mythili Sharma touches on this issue. “‘Putting them [the students]

together and then separating them for academic purposes will only create unnecessary curiosity

among children. While this experiment might work academically, it will not help the overall

growth of the child. There are a lot of kids who perform well despite distraction. It is not a very

healthy approach’” (Sharanya 10). Children need to be able to interact with whoever they want,

especially the opposite gender. A study conducted in Canada found that Students at co-ed

schools make friends easily with members of the same sex eighty percent of the time and

members of the opposite sex seventy-two percent of the time compared to fifty-eight percent of
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the time for single sex schools (GC 3). Communication at co-ed schools is easier than single sex

schools. As proved in another study at an elementary school, a teacher told her students to

“buddy up” with someone from the opposite gender. A boy sat in the corner and said he did not

like girls. However, the teacher made him partner up with one. Little did he know they would

become best friends and have been ever since (ASU 7). The boy learned that both sexes are not

much different from each other and that just a little interaction can turn into long-lasting

friendships. Lastly, around 95% of the world is heterosexual. Considering that the vast majority

is attracted to the opposite sex, co-ed schools are highly favored, especially among students.

Would a heterosexual male prefer a school with all boys, or a mix of girls and boys? Most would

pick the school with girls and boys to be able to talk to the girls at their schools. This issue is

discussed in an article by United Language service. “For many heterosexual students, dating is

one of the biggest issues at stake when considering co-ed schools, single sex schools and the

impact their choice will have on the social life of campus. Co-ed schools offer the obvious

benefit that the dating pool on campus is all-encompassing” (ULS 9). Based on increased social

interactions and diversity, co-ed schools take the cake.

Participation for students may be difficult, especially for those who are introverted.

Having the confidence to stand up or raise your hand to participate in class is not an easy thing to

do. Many kids see doing a group presentation as daunting and scary. Standing in front of the

class doing a presentation can seem like life or death for some students. Many experts believe

that single sex educations make it much easier for students to participate. However, that is not

the case. According to a study done by Greenwood College, around eighteen-thousand students

were surveyed whether they felt confident in the performances in classes, if participation was

easy, and other aspects.. They found that “boys and girls reported nearly the same level of
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academic confidence regardless of the school environment,” (GC 1). Also, “84% of students

attending independent co-ed schools felt confident expressing their views in the presence of the

opposite sex,” (GC 2). Confidence is also very important. Again, single sex students lack

something co-ed students have—confidence. The study found that the overwhelming majority of

students are confident in their abilities in math and science, as well as students being engaged in

learning. “Girls’ perceptions of their abilities in math and science are not affected by the gender

composition of their schools,” and “Boys in a co-ed environment are as likely to be engaged in

learning as boys in a single-sex environment” (GC 6-7). Engagement, confidence, and learning

all influence the success of students in class. In single sex schools, there might not be as many

distractions; however, there is little classroom involvement.

Stereotypes and prejudice have always been a part of today’s society. It is a sad reality in

today’s world. Growing up around the opposite gender would eliminate the common stereotypes.

Co-ed schools teach kids from a very young age to respect each other no matter the color of your

skin, gender, and other differences. Learning how to communicate and work with everyone will

build today’s society even stronger. However, in single sex schools, we see signs of stereotyping,

prejudice, and even disrespect later on in life. These are all unacceptable and can be easily fixed.

There is a school in Massachusetts called Deerfield. It has historically been an all-boys school.

Around 30 years ago, the school chose to change its outlook and allow girls into the school. This

decision seemed to be positive. However, it proved to have severely negative consequences.

When the students heard about this decision, they took to the streets. They started chanting

“Better dead than co-ed” and other slurs towards women. Also, there have been many cases

where boys have received the upper-hand. Even in sporting events women are shunned and

moved from prime seats at hockey games. A former teacher, Sonja O’Donnell, spoke about how
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simple bullying reports all the way up to sexual misconduct cases were dismissed because the

boys have the upper hand and that “boys will be boys.” The school is in more legal trouble due to

the poor treatment of women employees as well as dismissal of sexual assault cases (Lazar).

Teaching young kids how to treat others, especially the opposite gender, will alter behavior for

the better. As psychologist Amy Novotney says, “Coeducation advocates and researchers also

report that segregating students by gender — be it via entire schools or simply classrooms — can

lead to greater gender discrimination and make it harder for students to deal with the other sex

later in life” (Novotney 8). Separation of genders during schools also leads to increased

stereotyping. Such as “girls' classrooms are decorated in pastels while boys are surrounded by

bold colors; girls are assigned to read romantic fiction, while boys are given non-fiction books;

boys are subjected to frequent drills and timed tests, while girls are assigned group work and

non-competitive activities,” (Williams 8). Single sex separation in classroom not only

strengthens stereotypes outside the classroom, but inside as well.

Some experts, however, are leaning towards single sex education. Their main point is that

test scores, attendance, and dedication will all improve. We see many examples of this. There

have been countless simulations, surveys, and test runs in schools trying out the single sex

scheme. All have come up somewhat

successful. There was an experiment

conducted in a middle school that

separated the boys and girls into

classes by gender. There were

discipline problems, grade

problems, and especially

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attendance problems. There were many fights and none of the students paid attention to the

teachers. Anthony Pilone, the principal, decided there needed to be changes made. He chose to

split up the school by gender. Everyone ate lunch together, but for the rest of the day, they were

separate. By the end of the year, there were some major improvements. Attendance levels crept

up, both teachers and students were more motivated, and seven

percent more students passed the end of the year math exam than

the previous year. None of the parents had voiced any concern

over the test. Not even the district. Once a new superintendent took

over, he ended it immediately. He voiced his concern over Title IX

saying “no course shall be offered based on race, color, creed,

religion, sex, ancestry, natural origin, or social or economic

status. This experiment was not the only attempt. There had also

been attempts in California and Maryland, but both were stopped

short because of Title IX, (Goodnough). This seems like a

foolproof example of single sex education at its finest. Except the one fact that it was illegal.

Title IX restricts anything having to do within a college being only available to a certain people.

What is available to one must be to all. Many single sex schools break that law. Also, the

teachers were not trained to teach a specific gender and could have not taught as well as they

should have. If the teachers were more motivated and disciplined the students harder, the school

could have been a better place. Breaking the law to go single sex was unneeded.

People learn differently. The learning difference is mainly seen between each gender

specifically. Guys are more hands on, while girls like to listen and take notes. Single sex schools

can cater to those learning specialties and help each gender to succeed. When comparing brain
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scans between each gender, “researchers found several remarkable differences.” “The occipital

lobe, for example — the one most associated with visual processing — shows rapid development

in girls 6 to 10 years old, while boys show the largest growth in this region after 14 years old.

Other studies have also shown disparities in language processing between the sexes, concluding

that the language areas of the brain in many 5-year-old boys look similar to that of many 3-year-

old girls,” (Novotney). Being able to help each gender learn specifically how their brain prefers

could definitely benefit the students. So why are we not doing it? The cost of training. Having to

train each teacher individually to fit the students they are teaching will take time and money.

Rather than training the teachers, how about the student take some initiative to learn on their

own. Also, teaching each gender specifically only builds and upholds gender stereotypes. Going

through co-ed schools, everyone learns the same, which leaves no room for stereotypes.

In an interview with a teacher at my public co-ed school, I gave my teacher the

opportunity to speak his mind about co-ed versus single sex educations. He was very narrow

minded when it came to this argument. Being a teacher at a co-ed school, he deals with the

drama between the sexes daily. Not to mention that the fights are usually over a boyfriend or

girlfriend-someone of the opposite gender. He highlighted that being in a single sex school

would completely eliminate the competition between students for another peer. The fight rate

would go down as well. He then pointed out that he sees many students running to class and

barely making it on time or even running late because they were talking to their boy/girlfriend in

the hallway. He added, distractions in the classroom would be eliminated as well. “You are not

focused on the girl across from you. You can actually pay attention to the teacher like you are

supposed to do.” Lastly, he mentioned that test scores and attendance were better in single sex

schools. While, yes, that is true. The consequences of single sex schools are endless. Less
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interaction between the sexes, more stereotypical beliefs, and inability to work with the opposite

sex in the real world. Not to mention that kids are less confident in classrooms filled will the

same sex they are as well as less likely to participate in the classroom discussion. Single sex

schools as a whole are a good idea. They stress the importance of grades more than the social

learning of school. That is one of the things that co-ed schools are built on. From kindergarten

you are taught the golden rule: Treat others as you want to be treated. As you learn to abide by

that and embrace other people, you will succeed in life. Co-ed schools are building students for

the future, not the present.

Co-ed schools versus single sex schools. Both sides of this argument are very logical.

Many scientists and psychologists have weighed in. Professionals till this day still cannot agree

on this topic. The argument for single sex schools is one based on hard facts. The argument is

very well thought out and with the right planning, it could be effective. However, I feel co-ed

schools are better for students as a whole. As long as students can focus on school work and get

it done with accuracy, there will be no problem with grades. Co-ed schools are reality as well.

The world is co-ed. Schools should be building you for the future while providing a good

education. Co-ed education builds students for the future, and are the best type of education for

students.

Works Cited:

Akilian. “Co-Ed vs. Single Sex Schools.” The Campus Commons,

www.universitylanguage.com/guides/co-ed-single-sex-schools/.
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Ayres, Crystal. “12 Advantages and Disadvantages of Coed Schools.” ConnectUS, 3

Aug. 2018, connectusfund.org/12-advantages-and-disadvantages-of-coed-schools.

Bogenschutz, Ryan

CR, Sharanya. “Moral Policing Reaches Bangalore's Co-Ed Schools? - Times of India.”

The Times of India, Business, 13 June 2013, timesofindia.indiatimes.com/life-

style/spotlight/Moral-policing-reaches-Bangalores-co-ed-schools/articleshow/20571481.cms.

St Andrew's College. “Benefits of Co-Education.” St Andrew's College Christchurch,

www.stac.school.nz/why-stac/benefits-of-co-education/.

Goodnough, Abby. “SCHOOLS;An Experiment in Single-Sex Education Comes to An

End.” The New York Times, The New York Times, 21 Jan. 1996,

www.nytimes.com/1996/01/21/nyregion/schools-an-experiment-in-single-sex-education-comes-

to-an-end.html.

Lazar, Kay. “'Better Dead than Coed': Deerfield Academy Confronts Its Male-Only Past -

The Boston Globe.” BostonGlobe.com, 28 Dec. 2018,

www.bostonglobe.com/metro/2018/12/28/better-dead-than-coed-deerfield-academy-confronts-

its-male-only-past/63sZu3NRllpW2N9cu1fGkM/story.html.

Novotney, Amy. “Coed Verus Single-Sex Ed Does Separating Boys and Girls Improve

Their Education? Experts on Both Sides of the Issue Weigh in.” American Psychological

Association, American Psychological Association, www.apa.org/monitor/2011/02/coed.

Ourkids.net. “Co-Ed Classrooms versus Single-Sex Classrooms.” Waldorf vs. Montessori

Schools | Our Kids, Camp Artaban, www.ourkids.net/school/together-or-apart.

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Arizona State University. “Researchers: Coed Schools Provide Societal Benefits over

Single-Sex Classes.” ASU Now: Access, Excellence, Impact, ASU News, 7 Dec. 2018,

asunow.asu.edu/content/researchers-coed-schools-provide-societal-benefits-over-single-sex-

classes.

Greenwood College. “The Benefits of Co-Ed.” The Benefits of Co-Ed | Greenwood

College School, www.greenwoodcollege.org/learning--growing/the-benefits-of-co-ed.