Single Sex Education

 

Single sex education is not beneficial to both the students and the teachers as they both lose important elements of education compared to mixed sex education. This is because with the same sex education system students are not well prepared for real world experiences as they are contained in an environment that experiences certain problems that are completely different from the other gender schools (Ivinson  & Murphy, 2007). Teachers are also limited to apply certain teaching technique towards the gender inhibiting their diverse teaching techniques. The problem associated with such an education system revolves around civil rights, socioeconomic, political and legal concerns.

Same sex education system conflicts nature verse nurture such as the factors that relate to gender, temperament, intelligence, abilities and disabilities. The other influence is the way of life of parents and how the society nurtures the child. According to Leonard Sax when boys and girls are together they are a reflection of the larger society they live in (Stanberry, 2016). parents argue that opposite sex to students is a distraction which is a reason enough to why they prefer single sex education. Teachers in such facilities adapt very specific training techniques in relation to the gender. This is quite disadvantageous compared to the teachers in the mixed gender classroom as they adapt various teaching styles (Ivinson  & Murphy, 2007).

The problem of teaching single-sex students extends along the continuum of what is considered to be normal. This may affect the sensitive students such as a boy who is intimidated by a teacher who believes that he should learn and that is what he needs by speaking loudly to his face. It also creates a problem of segmenting the genders away from each other and yet they will work with each other with members of the opposite sex limiting the change of interacting, working cooperatively and existing successfully with each other (Spielhagen, 2013).

The problems that arise as a result of the single-sex education should be addressed as it is bound to be consequences if the problems persist. The consequences may include poor communication between the two genders that may limit their interaction and communication when they are together on various occasions (Spielhagen, 2013). The two genders may not be able to understand each other as they have been brought up in a different schooling environment. Despite the high performance in this school they are a chance of discrimination as they are no equal chances. There is a huge impact on the system whereby there is a less academic disparity between both genders creating an ethnic, racial and socioeconomic difference (Ivinson  & Murphy, 2007).

The problem is relevant to the audience beyond me as it includes the teachers, parents, legal advisers and the government. This is because of they out ways the importance of such a system and the implication it has the both genders students and how it is going to affect theirs after school life (Ivinson  & Murphy, 2007). This makes them more cautious in choosing the schools that they children will ripe maximum benefits apart from academic excellence.

 

 

 

 

 

 

 

References

Spielhagen, F. R. (2013). Debating single-sex education: Separate and equal?. Lanham: Rowman & Littlefield Education.

Ivinson, G., & Murphy, P. (2007). Rethinking single-sex teaching. Maidenhead, England: Open   University Press.

Stanberry, K. (2016). Single sex education: the pros and cons. Retrieved from;             http://www.greatschools.org/gk/articles/single-sex-education-the-pros-and-cons/