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"Girls high school" redirects here. For individual schools with this name, see Girls High School (disambiguation).
Single-sex education, also known as single-gender education and gender-isolated education, is the practice of conducting education with male and female students attending separate classes, perhaps in separate buildings or schools. The practice of single-sex schooling was common before the 20th century, particularly in secondary and higher education. Single-sex education in many cultures is advocated on the basis of tradition as well as religion, and is practiced in many parts of the world. Recently, there has been a surge of interest and establishment of single-sex schools due to educational research.[1] Single-sex education is practiced in many Muslim majority countries; while in other parts of the world it is most popular in Chile, Israel, South Korea, and English-speaking countries such as Singapore, Ireland,[2] the United Kingdom, Hong Kong, New Zealand, South Africa and Australia.[3] In the Western world, single sex education is primarily associated with the private sector, with the public (state) sector being overwhelmingly mixed sex; while in the Muslim world public schools and private schools are sex-segregated. Motivations for single sex education range from religious ideas of sex segregation to beliefs that the sexes learn and behave differently, and, as such, they thrive in a single sex environment. In the 19th century, in Western countries, single sex girls' finishing schools, and women's colleges offered women a chance of education at a time when they were denied access to mainstream educational institutions. The former were especially common in Switzerland, the latter in the US and the UK, which were pioneers in women's education.
In Western Europe prior to the 19th century, the most common way for girls to access education was at home, through private tutoring, and not at school, due to the strong resistance to women's involvement in schools. This attitude begun to change in the 17th- and 18th-century, where girls schools were established in both Catholic Europe, where they were managed by nuns, as well as in Protestant Europe, where they were managed by governesses, philanthropists and private entrepreneurs. The development was similar in the US, where early feminists were also successful in establishing women's educational institutions. These were different from and considered inferior to men's institutions, but they created some of the first opportunities to formalized higher education for women in the Western world. The Seven Sisters colleges offered unprecedented emancipation for women. The pioneer Salem College of Winston-Salem, North Carolina was founded in 1772, originally as a primary school, later becoming an academy (high school) and finally a college. The New England Female Medical College (1848) and the Woman's Medical College of Pennsylvania (1850) were the first medical institutions in the world established to train women in medicine and offer them the M.D. degree.[4]
During the 19th century, ideas about education started to change: modern ideas that defined education as a right, rather than as a privilege available only to a small elite, started to gain support in North America and Europe. As such, mass elementary education was introduced, and more and more coeducational schools were set up. Together with mass education, the coeducation became standard in many places. Increased secularization in the 20th century also contributed to the acceptance of mixed sex education. In 1917 coeducation was mandated in the Soviet Union. According to Cornelius Riordan, "By the end of the nineteenth century, coeducation was all but universal in American elementary and secondary public schools (see Kolesnick, 1969; Bureau of Education, 1883; Butler, 1910; Riordan, 1990). And by the end of the 20th century, this was largely true across the world. In the UK, Australia, and Ireland the tradition of single sex education remained quite strong until the 1960s. The 1960s and 1970s were a period of intense social changes, and during that era many anti-discrimination laws were passed, such as the 1972 Title IX. Wiseman (2008) shows that by 2003, only a few countries across the globe have greater than one or two percent single sex schools. But there are exceptions where the percent of single sex schools exceeds 10 percent: Belgium, Chile, Singapore, the United Kingdom, Hong Kong, Israel, New Zealand, Australia, South Korea, and most Muslim nations. Recently, however, there has been a resurgence of interest in single sex schools in modern societies across the globe, both in the public and private sector (Riordan, 2002)."[3]
The topic of single-sex education is controversial. Advocates argue that it aids student outcomes such as test scores, graduation rates, and solutions to behavioral difficulties. Opponents, however, argue that evidence for such effects is inflated or non-existent, and instead argue that such segregation can increase sexism and impairs the development of interpersonal skills.
Advocates of single-sex education believe that there are persistent gender differences in how boys and girls learn and behave in educational settings, and that such differences merit educating them separately. One version of this argument holds that male-female brain differences favor the implementation of gender-specific teaching methods, but such claims have not held up to rigorous scrutiny.[5] In addition, supporters of single-sex education argue that by segregating the genders, students do not become distracted by the other gender's actions in the classrooms.
A systematic review published in 2005 covering 2221 studies was commissioned by the US Department of Education entitled Single-sex versus coeducational schooling: A systematic review. The review, which had statistical controls for socio-economic status of the students and resources of the schools, etc., found that in the study on the effects of single-sex schooling
It also said that in general, most studies reported positive effects for single-sex schools on all-subject achievement tests and the preponderance of studies in areas such as academic accomplishment (both concurrent and long term) and adaptation or socioemotional development (both concurrent and long term) yields results lending support to single-sex schooling.[6]
The quantitative data itself "finds positive results are three to four times more likely to be found for single sex schools than for coeducational schools in the same study for both academic achievement and socio-emotional development," said Cornelius Riordan, one of the directors of the research.[7]
In 2008, the US government sponsored another study, Early Implementation of Public Single-Sex Schools: Perceptions and Characteristics, which listed the benefits of single-sex schools: (1) Decreases distractions in learning, (2) Reduces student behavior problems, (3) Provides more leadership opportunities, (4) Promotes a sense of community among students and staff, (5) Improves student self-esteem, (6) Addresses unique learning styles and interests of boys or girls, (7) Decreases sex bias in teacher-student interactions, (8) Improves student achievement, (9) Decreases the academic problems of low achieving students, (10) Reduces sexual harassment among students, (11) Provides more positive student role models, (12) Allows for more opportunities to provide social and moral guidance, (13) Provides choice in public education.[8]
Australian researchers reported in 2009 that high school students' interpersonal relationships were positively associated with both academic and nonacademic achievement, although the interaction between boys and girls in a majority of cases resulted in less homework done, less enjoyment of school, and lower reading and math scores.[9]
A UCLA report commissioned by the National Coalition of Girls' Schools used data from a large national survey of U.S. college freshmen and found stronger academic orientations among women who had attended all-girls, compared to coeducational high schools, but the effects were small and the authors concluded "that the marginal benefits do not justify the potential threats to gender equity brought on by academic sex segregation".[10]
In September 2011, the journal Science published a study deeply critical of gender-segregated schooling, arguing that the movement towards single-sex education "is deeply misguided, and often justified by weak, cherry-picked, or misconstrued scientific claims rather than by valid scientific evidence". The study goes on to conclude that "there is no well-designed research showing that single-sex (SS) education improves students' academic performance, but there is evidence that sex segregation increases gender stereotyping and legitimizes institutional sexism."[11]
Opponents of single-sex education, including the authors of the Science article, argue that it is not single-sex education that is producing positive results but rather, the ability of students who enter such programs and resources of the schools that are responsible. They also argue that single-sex schooling does not adequately prepare students for adult workplaces and society, where males and females need to respect and communicate effectively with each other. Coeducational schools offer greater opportunity to break down sexist attitudes through purposeful interaction with the other sex. Coeducational schools are also said to create greater feelings of safety and mutual respect among students across the gender spectrum.
Leonard Sax, the President of National Association for Single-sex Public Education or NASSPE countered the Science article by saying that "ALL the studies cited in the SCIENCE article regarding 'negative impacts' were in fact studies involving a small number of PRE-SCHOOL students attending a COED pre-kindergarten" (capitalized letters in the original).[12] He further said that "these authors provide no evidence for their substantive claim that 'gender divisions are made even more salient in SS settings.' In fact, this conjecture has been tested, and proven false, in multiple studies." Sax cited a study which said that "girls in the all-girls classroom were less aware of 'being a girl' and less aware of gender stereotypes regarding science, compared to girls who were randomly assigned to the coed classroom."[12]
In January 2012, an unpublished study of the University of Pennsylvania, involving a randomized experiment, considered the experiment with the highest level of scientific evidence. The data comes from schools in South Korea, where a law was passed randomly assigning students to schools in their district. The study by Park, Berhman and Choi titled Causal Effects of Single-Sex Schools on College Entrance Exams and College Attendance: Random Assignment in Seoul High Schools concluded that "Attending all-boys schools or all-girls schools rather than attending coeducational schools is significantly associated with higher average scores."[13]
In 2014, E. Pahlke, J. S. Hyde, and C. M. Allison published a meta-analysis in Psychological Bulletin comparing achievement and attitudes in single-sex versus coeducational schools that included 1.6 million students in grades K-12. The study concluded that "there is little evidence of an advantage of SS schooling for girls or boys for any of the outcomes."[14] In a 2015 review of this study, however Cornelius Riordan observed that the authors "employ a 0.2 effect-size threshold in drawing these conclusions about there being no advantage to single-sex schooling. Despite the above conclusion, the research found that, in a separate analysis of just the best studies (well controlled) conducted in America, the effect size in mathematics was 0.14 for both boys and girls. The verbal performance was 0.22 for girls and 0.13 for boys.... Educational research has shown that a standard effect size of 0.10 on gains from sophomore to senior year of high school is equivalent to one full year of learning by the average public school student in the United States." Thus, he says, that "Applying this standard, a difference of 0.10 (or greater) between students in single-sex and in coeducational schools would be substantially important."[15] The analysis of the 21 other countries yielded much smaller effects, such as a 0.10 effect on mathematics for girls and a 0.06 effect for boys, and for science (0.06 for girls and 0.04 for boys).[16] Most of the international effects, then, would fall within Riordan's stricter criterion for statistical significance.[17]
In Australia, most single sex schools are fee paying independent or Catholic schools.[18] There are a small number of single sex government schools, while within the independent sector the proportion of pupils attending single sex schools has dropped from 31% in 1985 to 24% in 1995.[19] Nevertheless, as of 2016 single sex education in Australia is much more popular than in the US.[20] In 2001, the Australian Council for Educational Research after six years of study of more 270,000 students, in 53 academic subjects, showed that boys and girls from single-sex classrooms "scored on average 15 to 22 percentile ranks higher than did boys and girls in coeducational settings. The report also documented that boys and girls in single-sex schools were more likely to be better behaved and to find learning more enjoyable and the curriculum more relevant."[21]
In Bangladesh, a large number of city schools and colleges are single-sex institutions except for universities. Notable all Cantonment schools (non-residential schools run directly by Military), Zilla Schools (run directly by Government [First starting in early colonial ages]), Cadet colleges (residential schools run directly by Military) are single-sex schools.
As was normal in Catholic countries in Europe, girls were normally educated in convent schools for girls operated by nuns, such as Abbaye de Penthemont in Paris. A rare exception was Maison royale de Saint-Louis, founded by Madame de Maintenon in 1684. After the French revolution, it became more common with girls' schools, often operated by governesses, a famous pioneer school being that of Jeanne-Louise-Henriette Campan.
France formally included girls in the state elementary education school system in 1836, but girls and boys were only integrated in the lower levels, while the secondary education of girls were entrusted to girls' schools managed by either nuns or governesses, both of whom lacked necessary qualifications.[22] When women were formally allowed to attend university in France in 1861, it was hard for them to qualify because of the bad quality of the secondary education. When the problem of unqualified female teachers in the girls secondary education was addressed by a state teacher's seminary for women as well as state secondary education for girls, both of these were still gender segregated.[22] The French school system was not desegregated on the middle secondary education level until the 20th century.
Germany was a pioneer in the education of girls. Beginning in the 17th-century, schools for girls were opened in both Catholic Southern Germany as well as Protestant Northern Germany.[23] In Catholic Germany, the Catholic Ursuline and Elisabeth sisters established first elementary education schools for poor children and orphans and eventually (before 1750), also a type of secondary education girls' schools for wealthy girls called "daughters institutes", which were essentially Finnishing schools.[23] In Protestant Germany, the great Pietist school innovator August Hermann Francke of Halle founded Gynaeceum, the first girls school or 'Mädchenschule' in 1698.[23] The Gynaeceum was followed by many Pietist girls schools in Germany, notably the Magdalenenstift in Altenburg and Johann Julius Hecker's Royal Elisabeth School in Berlin in 1747.[23]
In the 18th-century, it became common with so called Töchterschule ('daughter school') in German cities, supported by the merchant class who wished for their daughters to be given elementary schooling, as well as girls schools known as Mädchenpensionat, essentially finnishing schools for upper class daughters.[23] In the early 19th-century, secondary education girls schools known as höhere Töchterschule ('Higher Daughter school') became common: these schools were given government support and became public in many German cities in the second half of the 19th-century and their education adjusted to become equivalents of the secondary education boys' schools.[23] In 1908 women were allowed to attend the university, and in the 20th-century, the public secondary education system was integrated.[23]
The number of single-sex state schools has dropped substantially over the past 40 years, from 2,500 to 400. Figures indicate that, as of 2002, 53%[24] of girls in the Indian population actually attend schools. Some conservative parents may decide to withdraw their daughters at the age of puberty onset because of fear of distraction.[25] It is also believed that by having single-sex classrooms the students will be able to focus more on their education, as they will not have the distraction of the other sex. The study argues that co-education schools provide opportunities for students to interact with their peers which de-stresses students and creates a friendlier, more relaxed environment.
A country with conservative traditions, Ireland has significantly more pupils studying in single-sex schools than other western countries: more than one third of second-level schools are single sex. Even at primary level, single sex education is quite common: 17% of primary school children attend single-sex schools.[2]
In the Middle East, public schools in several countries are all gender-segregated. In some countries there are single-sex private schools as well. In Iran, single-sex public and private schools have been in place since the Islamic Revolution. Universities are mostly co-educational in Iran.[26]
In the United Arab Emirates, private schools are mostly co-educational, while public schools are segregated.
In Syria, private schools are co-educational, while public schools are mostly, but not exclusively, segregated. Universities are all co-educational.
In Israel, secular public schools are co-educational. Many, but not all, public Orthodox schools are single-sex; the private ultra-Orthodox schools are almost always gender-segregated, usually starting in elementary school.
In Lebanon, most schools are co-educational schools.
In New Zealand, almost all primary schools are coeducational (1,935 co-ed, 7 boys-only, 4 girls-only), while there are many more examples of single-sex secondary schools. There are 45 boys-only secondary schools, 53 girls-only secondary schools and 274 mixed secondary schools as of July 2018.[27]
During the mid-20th century, several state
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