Should We Have Same-Sex Schools: Annotated Bibliography

Ogden, C. E. (2011). A comparison of student performance in single-sex education and coeducational settings in urban middle schools.

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As denoted by the journal, same-sex education was not holistically embraced even by the year 2004. Most of those who oppose single-sex schooling believe that the same performance experienced in single-sex schools can still be experienced in mixed gender ones if proper strategies are employed. The study entailed in the article seeks to compare GCRCT middle grades for scores in mathematics in four middle schools in Georgia. The study includes an analysis done for three years. The comparison was between two single-sex schools and two mixed gender schools. By the end of the study, findings and conclusions were made that female and male students in the seventh grade both in single-sex schools were likely to pass the GCHRCT test more than other students in other schools. From the basics of the study, single-sex schools had a higher chance of performing better than mixed gender schools.

Sather, J. (2006). Same-Sex Classrooms: Can They Fix Our Public Schools?

Drawing its findings from the failed policy of having single-sex schools in California, the articles evaluate the possibilities of same-sex succeeding even in other states. Those who advocate for single-sex education claim that it is the best practice since it allows students to study without being distracted by "social pursuits" like dating. The research included in the article is aimed at helping parents make the right decisions when choosing schools their children. The author of the article indicates explicitly the pros and cons of both girls and boys who study in same-sex schools. One of the pros of girls is that girls are confident and feel freer even when engaging in extracurricular activities. On the other hand, boys have an advantage of having the chance to speak before classmates without the perception of being embarrassed by girls. The article concludes that a good school is based on the quality of education it offers and not on the issue of where it's a single or mixed gender school.

Stanberry, K. (2013). Single-sex education: the pros and cons. Web retrieved, 25.

The article has laid out an extensive analysis that encompasses all the aspects and concepts of having a single-sex education which includes the pros, cons, risks and well as the driving forces. Nature and nurture are the most significant influencers of establishing separate sex schools. By age, as indicated by the piece, boys and girls at certain ages are easily distracted from doing an active study. The article also suggests that single-sex schools tend to initiate gender stereotypes while on the other hand, mixed gender schools focus on breaking them. The author breaks down the critics that have been tied to the concept of having same-sex schools. Some of the critics indicated are that single-sex is discriminatory and that majority of teachers do not possess the skills to teach students of one gender. The piece concludes by giving a survey of how the public perceives same-sex education. Based on the parents' feedback part of the study states that 14 percent would send their children to single-sex schools.

Meyer, P. (2008). Learning separately. Education Next, 8(1).

Various logical facets and findings have been laid out in the masterpiece about the differences in the environments of same and single-sex schools. From specific surveys, girls and boys gave their views on being in single-sex school stating confidence when answering questions as one of the benefits. Also, interviews were collected on teachers teaching in separate sex schools. Female teachers found the girls more teachable as they engaged freely with them without holding back on girls` issues. Findings were made that girls and boys learning separately had higher grades and level of attention. Other aspects that are seen to be beneficial in the article is that girls self-esteem is improved, the behaviors of boys are well controlled, and high attention is retained in studying. The masterpiece has also identified various stereotypes like the fact that girls are safer when studying in a single-sex school. The research also identified that girls perform better achieve an attitude of superiority when learning from an environment that does not have male students.

Anfara Jr, V. A., & Mertens, S. B. (2008). Do single-sex classes and schools make a difference? Middle School Journal, 40(2), 52-59.

The article draws its analyses from findings dated in the 1800s where educating boys and girls together was termed to be economical and that it created an environment where students could well relate with members of the opposite sex. By the 19th century, the United States claimed that mixing girls and boys helped to enhance discipline. However, the masterpiece argues that the topic has gained controversies as different views and perceptions have been raised against the same. The piece evaluates the importance of checking on the advantages of having mixed schools with same genders. The article entails different research that was done in middle school grades. Also, the piece encompasses all aspects relating to same like education like academic climate, attitudinal effects, and other educational issues.

Assessment

From the information given in the articles and the various pieces, it is undeniable to state that they have resourceful information that can be used to weigh the importance of same-sex schools. Most of all the parts have considered both the advantages and the disadvantages of having schools with the students of the same gender. Another aspect of the pieces that prove them useful is that they have given information that is not biased and that which is from credible sources.

The information or the sources would be highly useful when writing a final research paper. First, the sources include research and study that was conducted to give various findings on the subject. The reports from the different analyses have been used to access multiple factors in relations to the topic of whether we should have same-sex schools. Also, the articles have enough information that can be used to make a stand on whether the same sex schools idea is viable or not.

References

Anfara Jr, V. A., & Mertens, S. B. (2008). Do single-sex classes and schools make a difference? Middle School Journal, 40(2), 52-59.

Meyer, P. (2008). Learning separately. Education Next, 8(1).

Ogden, C. E. (2011). A comparison of student performance in single-sex education and coeducational settings in urban middle schools. (scholarly journal)Sather, J. (2006). Same-Sex Classrooms: Can They Fix Our Public Schools?

Stanberry, K. (2013). Single-sex education: the pros and cons. Web retrieved, 25.