There were a number of reasons for doing so. One cited is the need to teach different lessons to a parallel subject matter. For instance, in the past, boys were taught agriculture classes while girls learned home economics.

The classes were intended to prepare boys and girls for their different roles later as they mature. In some classes such as Physical Education or Sex Education, girls and boys also attended different classes. It was believed then that it was the appropriate course of action, taking into consideration their different physical make-up and social orientation.

Single sex-classes however lost its appeal through the years as Laws on sex discrimination and the changing roles men and women play in society become prevalent. Access to the same education for both sexes becomes the norm. The basic argument against same sex-classes is that co educational classes provide similar educational experiences for both girls and boys.

Recently, however, interest on the same-sex classes for urban students has revived. The driving forces behind its call for revival are three-fold: improve academic accomplishment of girls in particular subjects, to encourage social organization within the classroom and to promote culture-centered educational context particularly African culture through formal and informal socialization.

Encourage Academic Accomplishment for Girls

Single-sex classes are aimed to help girls attain equal educational opportunity. Research conducted by Sadkers and the American Association of University Women (AAUW) Educational Foundation 1 showed that girls in mixed-sex classes sometimes receive lesser attention and opportunities than the boys. Girls sometimes feel self-conscious in mixed-sex classes. This, of course, would have unfavorable effect on their performance at school activities. These are particularly noticeable in math, science and subjects pertaining to computers.

Different studies on single-sex classes, however, produced mixed results. Some studies showed that single-sex classes produce little positive effect. Other studies showed some positive outcomes. A study by Durost showed that achievement in Math has significantly improved for girls in single-sex classes for over a period of seven years.

Another study conducted by Perry showed that averages in grades increased for both girls and boys in single-sex classes for math and science.

Social Organization in the Classroom

The aim for social organization is promote classroom conduct and involvement. Studies conducted on the girls and boys behavior inside single-sex classes showed positive outcomes on the way they behave inside the classroom. Enthusiasm in participating in class activities also increased. The reason cited for these positive results is the changes girls and boys go through during adolescents stage affect their capacity to cope in the classroom. Somehow, the single-sex classes made the transition easier for them.

Promoting Cultural Socialization

Single-sex classes formed a part of the plan to promote educational settings that center on culture. The special focus on this mission is the African culture. The aim of single-sex classes is to make the African girls and boys’ assimilation into the community where they live in as smooth as possible.

The African American children need to be taught to be responsible citizens later on. They should be oriented on the roles they will assume in the community when they grow up. To do this, the school is not restricted to focus on academics alone but also the promotion of the individual student’s social and personal growth. Education then becomes a tool not just for individual achievement of the students but also for the advancement of their respective communities.

African-centered education is not new in the United States. Although, it was widely practiced in private schools in the past, public schools are now showing active interest in it. African culture-based education has encouraged the need to explore single-sex class education.

The purposes in using single-sex classes for African-centered schools are diverse. First, it is intended to encourage academic accomplishments by giving due emphasis on the role the school play on the students’ future lives.

Another aim is to encourage personal and social development with particular focus on the African and African-American culture so they can adapt effectively to the diverse world outside school.

Lastly, urban teachers see single-sex classes as a way to address gender discrimination issues. Girls are often perceived as the discriminated gender. The single-sex classroom setting is believed to encourage girls to be more comfortable and open in discussing matters revolving this issue.

Criticisms

It is hard to determine the impact of single-sex classes to urban students. Problems in arriving at a clear conclusion on the effects of single-sex classes arise because research goals differ, implementation of single-sex classes in different ways such as single-sex classes after school or single-sex classes in a coeducational school or pure single-sex classes for girls or boys. Another impediment is the need to conduct more research studies over a long period of time.

Defenders of coeducation believed that single-sex classes promote inequality. Separating the learning facilities will lead to system bias. This will encourage stereotypes in gender and causes inequalities in opportunities for men and women. Single-sex schools indirectly promote gender discrimination instead of eliminate it. For instance, boys do not learn cheerleading or home economics just as girls do not study football or making woodworks.

Those who advocate for coeducation maintain that single-sex education does not prepare the student for a realistic community setting where both sexes intermingle with each other and work together. This in turn lead to poor interaction skills with colleagues of different genders and causes ignorance even discrimination to other gender.