Single Gender Education - Why? (continued)

Data collected and reported by administrators in the educational arena support the claim that single gender education is a viable strategy in reducing discipline referrals (retrieved Sept. 2007 from http://www.singlesexschool.org/classrooms.html). Conversely, some data has been reported recently to indicate that the discipline referral rate will not necessarily decrease due to the implementation of the single gender environment (Sax, 2005).

Furthermore, the enhancement of career aspirations for all students has been reported as a potential positive outcome of the single gender educational experience. Some researchers report that males exposed to the single gender environment exhibited more positive attitudes toward courses traditionally associated with females, i.e. nursing or education. By the same token, there is evidence to indicate that females exhibit higher ideal and more realistic career aspirations when exposed to the single gender environment. In addition, minimizing gender stereotypes and increasing course selection of non-traditional courses for both genders have been reported as having the potential to be positive outcomes of single gender education (Mael, Alonso, Gibson, Rogers and Smith, 2005).

Another possible outcome variable investigated by researchers is that of improved self-esteem. Research conducted by Salomone (2006), supports the assertion that single gender education helps to boost self-esteem and self-confidence. Other researchers have recently published results that echo Salomone’s findings.

The investigation of the possible benefits from single gender schooling for special populations has gained momentum due to the increased emphasis of NCLB on the achievement of ALL students. Possible benefits gained from single gender education for minority and disadvantaged students have been investigated by a number of researchers. Wills, (2006) reports findings that support the claim that single gender education can positively impact academic achievement for at risk male students.

However, there are skeptics. Some educational theorists doubt whether single gender education will actually have any positive benefits, but rather represent another educational bandwagon. Younger and Warrington, (2006) conducted research that does not support the assertion that single gender education is beneficial to either sex. The American Association of University Women (AAUW) categorize research on the benefits of single gender education to date as being “inconclusive” at best.

The National Organization of Women (NOW) and the American Civil Liberties Union (ACLU) are staunchly opposed to single gender education and view implementation as a step backward for females. There are even those who question the harm that single gender education may have the potential to cause. They warn that the single gender environment has the potential to devalue girls and exacerbate stereotypes.

The Next Step

Continued research and investigation into single gender education is necessary before any definitive conclusion can be stated. The vast majority of research even within the last 10 years has focused on parochial, private or international environments. These settings do not mirror the public school population. Therefore, the findings of these outdated pieces of research cannot be accurately generalized to the diverse public school population. More qualitative and quantitative research is needed, but in order to accurately generalize findings, public school populations must be used in the research effort.