For example, in high schools across the country, girls went to home economics classes while boys went to "shop" or agriculture classes. We disputed those assumptions and concluded that the focus of both research and policy needs to begin with the question of what constitutes a good education.
Gender stereotyping and gender bias can be major factors in coeducational classrooms. On the other hand, it is pedagogically and developmentally appropriate to offer a variety of choices in the way the teaching and learning processes are conducted.
Moreover, in the VMI decision the Supreme Court left room even for public single-sex education that serves to remedy discrimination. However, both the Constitution and Title IX recognize that there are limited circumstances in which single-sex educational opportunities may be justified.
There is not now, and never has been, a level playing field for girls and women in education.
Thank you for signing up! First, we need to look at the outcomes of single-sex classes in terms of the goals established for them. ShmurakUniversity of Southern California.
Sometimes students may attend one or two single-sex classes in a day or even a week. A good education challenges each student to the maximum and treats the responsibility for high-level outcomes as a shared enterprise—the joint obligation of the system, the public, the community, the educators, the family, and the student.
Four studies illustrate this point. Get Updates. Fewer studies appear to have involved secondary or elementary school students.