Single-sex Classrooms

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.