I. “Introduction”
Thesis statement:
II. First major supporting point: Single-sex education helps Brain difference by gender.
A. Minor support: Brain maturation Rate Sequence in boys and girls
B. Minor support: Gender Differences in Hearing
C. Minor support: Gender Differences in Vision
E. Minor support: Gender Differences in the Autonomic Nervous System
III. Second major supporting point: Styles of Learning between Genders
A. Minor support: Attitude different in studying way
B. Minor support: Different fields comparison into different gender
C. Minor Support: Enhance Gender Equity
IV. Third major supporting point: Single-sex Education and Student Outcomes.
A. Minor support: Great Academic accomplishment.
B. Minor support: Subject Choice.
C. Minor Support: Breaking down the stereotype
V. “Conclusion”
Introduction
Today, the career world is increasingly pressing on the competence and high skills hence creating a demand for quality education in the existing education system. Education has become a necessary ingredient in the social environment for a person to excel in this competitive world. In addition, with the advancement of technology such as the use of computer and automation in the working place, people are required to acquire a quality education that can book them a place in the career world. As a result, all the stakeholders and education experts have shifted on the debate to decide the most appropriate school system between the mixed school education and single-sex education. The debate is inclined to the comparative efficacy of the single-sex and mixed school education. While some people view that the single-sex education is the most appropriate mode of schooling, others view coeducational (mixed schools) education gives the both gender a chance to interact successfully and boost their ability to understand the opposite sex. However, single-sex education has proven to be more dominant and beneficial compared to mixed school education. For instance, according to Smyth (2010), some countries such New Zealand, Ireland, and Australia have a considerable number of single-sex schools. Considering the benefits and effectiveness of the single-sex schools, some countries such as Britain and the United States have experienced a growing concern and promotion of single-sex schools. For instance, the National Association for Single Sex Public Education suggested that only a dozen of schools in 2002 were separating genders. However, by 2012, more than 500 public schools in the United States were offering single-sex classes (Hollingsworth & Bonner, 2012). It is now evident that the single-sex education is spreading throughout the United States due to factors such as boys and girls who are subjected to different academic instruction excels in their academic.
The single-sex education saw its rebirth in 2006 after the United States Department of Education adjusted the Title IX regulation that restricted the single-sex education in the country. However, before 2006, some programs, such as Single-Gender Academies Pilot Program in California have been introduced to promote single-sex education. Smyth (2010) asserts that such programs failed because there was inadequate attention to mitigating the gender stereotypes and claim that the programs were focused on improving test results instead of promoting gender equity. After 2006, many schools in the country were able to shift into single-sex public schools while other coed schools introduced single-sex classrooms. While separating girls and boys in school is not a guarantee for success, schools that have effectively utilized the gender-specific programs have successfully improved the quality of education and gender equity. However, despite many efforts to promote single-sex education, single sex education is decreasingly becoming common across the world due to issues such as problems that arise when people are segregated into groups.
Thesis: While single-sex education has become decreasingly common, single-sex education should be promoted because of benefits like outcomes of education and student, styles of learning between genders, and brain differences by genders.
Sub-topic two: Style of Learning between Genders
The single-sex education is important for enhancing equity between boys and girls because it presents an environment where teachers can utilize gender-specific teaching techniques and styles. As a result, teachers can promote the learning experience of their students. For instance, according to Titze, Jansen, and Heil (2011), research indicates that girls who are in the single-sex schools outperform the girls in mixed schools at least in grade 12. In addition, the study indicated that girls in the single-sex schools had reduced biasedness on boys' mental rotational responsibilities.
Sub-topic three: Single-sex Education and Student Outcomes.
Various studies have shown that the single-sex education has helped to break down the stereotype prevailing in the school curriculum. For instance, according to the Titze et al. (2012), under the single-sex education, female students are no longer underrepresented in the male dominant subjects such as Math. Girls who are attending the single-sex classes or schools have high chances of performing well on their tests that involve general mathematics. However, other studies have suggested that although single-sex education helps to improve academic performance for girls, it hardly improve their attitudes and plans towards subjects such as engineering, science, and mathematics among others (Park, Behrman, & Choi, 2012).
Conclusion
As illustrated above, it is significant to promote the single-sex education because of the necessary benefits such as outcomes of education and student, styles of learning between genders, and brain differences by genders. The major significance of promoting the single-sex education is because it has helped to enhance the gender equity. As discussed above, separating boys and girls is essential because there is significant brain difference in boys and girls. For instance, as shown above, girls develops language circuits more effectively than boys, while boys do better in mathematics compared to the girls. In addition, this essay has shown that there exhibits a different style of learning between the gender hence facilitating the need for single-sex education. This illustrates that schools have to customize the learning styles to match the genders needs. For instance, girls are more emotional compared to boys, and hence require a different teaching style from boys. Furthermore, the single-sex education helps to improve the student outcomes because they are derived from disturbing factors such as sexual relationships. Although refuting argument may suggest that mixed-school education is better than single-sex education regarding personal development and socialization, appropriate commitment and best use of single-gender education can be of great benefit to the education system.
References
Hollingsworth, H., & Bonner, J. L. (2012, July 8). Why single-sex education is spreading across the US - CSMonitor.com. Retrieved from http://www.csmonitor.com/USA/Latest-News-Wires/2012/0708/Why-single-sex-education-is-spreading-across-the-US
Park, H., Behrman, J., & Choi, J. (2012). Do single-sex schools enhance students’ stem (science, technology, engineering, and mathematics) outcomes? Penn Institute for Economic Research. PIER Working Paper 12-038
Smyth, E. (2010). Single-sex education: what does research tell us. Revue française de pédagogie, (2), 47-58.
Titze, C., Jansen, P., & Heil, M. (2011). Single-sex school girls outperform girls attending a co-educative school in mental rotation accuracy. Sex roles, 65(9-10), 704-711.
