On Mon, 24 Oct 2005 22:56:59 +0100, Mike Lyle
<mike_lyle_uk@REMOVETHISyahoo.co.uk> wrote:
> Scotius wrote:
>> On Sun, 18 Sep 2005 18:02:20 -0500, usenet@mylounge.com wrote:
>>
>>>
>>> Hello
>>> I am writing a persuasive essay on introducing same sex classrooms
>>> for intermediate grades and I am having trouble thinking of a
>>> creative for it. Can anyone help me out?
>>>
>>> Also, do anyone know any cons about having same sex classrooms for
>>> intermediate grades?
>>
>> What age of kids are you talking about? Do you really think
>> there are any benefits to having "boys only" and "girls only"
>> classrooms? I think that's kind of a solution to a non-problem.
> What
>> exactly is the problem?
>> I'm tempted to help you come up with a creative title, because
>> I like doing that sort of thing, but I'm not sure if I'd agree with
>> the premise of the essay, and I don't want to contribute if it's
>> something I'd greatly disagree with.
>
> I read the OP's "introducing same sex classrooms" as "introducing
> same-sex classrooms". You perhaps think it means its opposite?
I don't know how you get that impression when 'Scotius' refers to it as
having "boys only" and "girls only" classrooms.
> There is now quite a lot of research showing that segregation of the
> sexes is effective for certain subjects. (I don't know where to find
> the reports, I'm afraid.) A typical example would be a typically
> "masculine" subject such as physics, in which boys apparently tend to
> dominate the learning in a mixed-sex group: girls seem to do better
> at these subjects if taught them on their own. There are analogous
> findings for "feminine" subjects.
There is also evidence of the opposite. Girls in a 'masculine' subject
tend to think they have something to prove, and thus out-perform the
boys (this happens in industry as well, where a woman traditionally has
to be "better than a man" to get on). When the boys find that they are
being beaten by a girl they try harder.
The two effects tend to cancel out, with the result that by choosing
your examples you can find evidence of either of them predominating in
certain instances.
(The same happens with boarding schools, for many pupils they work very
well but for many others they are a disaster. Having the option is
good, having either forced is bad...)
> If you don't mind being corny, you could abuse a quotation: "Never
> the twain shall meet?" Or, to go over the top, "A kind of apartheid?"
I thought the OP was writing in favour of the segregation?
Chris C
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