Single-Sex or Co-Ed Schools
Introduction
In the UK, the debate over whether single-sex or co-educational schools are more beneficial for students’ development is one that has seen good arguments from both side of the fence. This paper will examine the advantages of both single-sex and co-ed schools as well as the disadvantages of each. It will show that both types of schools have their benefits, and each has its limitations. However, there is no strong argument one way or another that one is better than the other. At the end of the day, it all comes down to preference.
Advantages
Single-sex schools have several advantages: they provide students with an environment free of distractions from the opposite sex which can help them to improve their learning (Johnson & Winterbottom, 2011), give students an opportunity to bond with peers (Booth & Nolen, 2012), and in the case of women can help them to earn more in the labour markets (Sullivan, Joshi & Leonard, 2011). First, same sex schools can allow students to focus on what matters—education and study rather than members of the opposite sex. This is especially true for students who are older: their bodies are changing and their hormones are strong. Sex can be a very distracting issue for learners, so having an environment free of this distraction can facilitate the educative process (Johnson & Winterbottom, 2011). Second, a same sex environment opens the door to creating better and lasting bonds among peers. These bonds can facilitate the growth and development of character and assist the students later in life as they advance into their careers (Booth and Nolen, 2012). Third, Sullivan et al. (2011) have shown that, at least in the case of women, girls who attend a single-sex school earn a higher wage than girls who attend co-ed schools in the UK. These three advantages serve to make single-sex schools attractive.
On the other hand, co-ed schools also have their advantages: they can provide more diversity of environment which can give extrinsic motivations to students (Mujtaba & Reiss, 2013), they allow schools to focus on gender-relational issues so as to assist in the development of students and in the closing of the gender gap (Younger & Warrington, 2007),...
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