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Saving Our Boys

Gender Specific Classrooms By Jennifer Glick. Saving Our Boys. Statistics. Boys make up just 30% of high school valedictorians. Boys make up only 40% percent of college students. Since 1982 women have received more college degrees. (Perry,2009). Problem. Problem Statement.

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Saving Our Boys

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  1. Gender Specific Classrooms By Jennifer Glick Saving Our Boys

  2. Statistics • Boys make up just 30% of high school valedictorians. • Boys make up only 40% percent of college students. • Since 1982 women have received more college degrees. (Perry,2009)

  3. Problem

  4. Problem Statement • The educational gender gap is widening among our students, causing our boys to lose out on furthering education.

  5. Research

  6. Research Purpose The goal of this research is to determine if same gender classrooms will help decrease the gender gap in education. Photo retrieved from http://www.ieet.org/

  7. Significance of the study • The National Association of Single-Sex Public Education (NASSPE) boast benefits for both boys and girls in single sex education. • Schools across the US boast improved ELA scores. • Example • Edisto Elementary School • Public schools can use gender specific classrooms to better teach to students’ learning styles • “…there are significant differences in the ways girls and boys learn…” (NASSPE)

  8. The Debate: (Claims made in research) Cons Pros • Breaks down content area stereotypes • Minimizes distractions during the learning process • Allows teachers to teach gender-specific learning styles • May cause students to believe they aren’t equals • Males/Females don’t work well together once out of school • Backwards movement in education

  9. Conclusions

  10. Conclusion Single gender classrooms may, in fact, help close the gender gap. • “In one three-year pilot project in Florida, boys in a coed class scored 37 percent on the state standardized test, while those in a boys-only class scored 85 percent.”(Newsweek, 2010)

  11. Conclusion Use same gender classrooms to help with integration of genders. • Educational environments would be same gender. • Non-educational would be coeducational • Specials, lunch, recess • “In some cases, the only coed activities are lunch and one or two electives,…”(NASSPE)

  12. Conclusion Same gender classrooms will break down content area stereotypes. • Often times it is viewed as “uncool” for a boy to like school. • Boys typically struggle in areas of reading and language arts. • Boys typically excel in mathematics and sciences.

  13. Conclusion In order for same gender classrooms to work, teachers must be properly trained. • “But those schools did much more than simply put girls in one room and boys in another…they received gender-specific training.” (NASSPE) This photo was taken from http://www.thetandd.com

  14. References

  15. Bibliography Ellison, J. (2010, June 22). The new segregation debate. Newsweek. Retrieved from www.newsweek.com Linder-Altman, D. (2010, December 12). Single-gender classes work, teachers and parents say. The Times and Democrat. Retrieved from www.thetandd.com Perry, M. (2009, June 2). Women now dominate higher education at every degree level; The female-male degree gap grows [Web log message]. Retrieved from http://mjperry.blogspot.com

  16. Bibliography Single sex education. (2011).  National Association of Single Sex Public Schools. Retrieved from http://www.singlesexschools.org/home.php Weil, E.  (2008, March 2). Teaching girls and boys separately. The New York Times Magazine. Retrieved from http://www.nytimes.com/pages/magazine/index.html

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