...In Support of Single Sex Education ‘The ancient Greek philosopher, Plato, said that Co-education creates a feeling of comradeship. He advocated teaching of both the male and female sexes in the same institution without showing any discrimination in imparting education.’ (1) This statement appears in many of the independent co educational school websites. Having an ancient Greek philosopher’s authority behind your school has to be a good marketing ploy for prospective parents. However, schools neglect to add that Plato then went on to say that while women and girls should follow the same curriculum as men, he advised that this should happen separately from the boys and men. (2) This essay will present evidence in support of single sex education based on academic achievement, learning styles, gender equality, cultural preference and promotion of self esteem and show how it is unlikely to damage later relationships between the opposite sexes. Which is best? Co-education or single sex education? Because so many factors influence the outcome of these options: teaching quality, parental input, socio-economic to name a few, argument rages around the findings of many of the studies to resolve the issue. Researchers from the University of Pennsylvania studied a policy in Seoul, South Korea started in 1974, whereby children are compulsorily randomly assigned places at either a single sex school or a co- educational school. The policy was to prevent clustering of children...
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...Battle of the Sexes The word “gap” is defined as a wide divergence or difference. For as long as time has existed, there has been great tension between the sexes. This is a problem in the US due to the inequality of salary with gender, race/ethnicity, and education. This salary gap is nearly impossible to avoid, even though women have spent the time and hard work with education and dedication to their job, just as men have. Women have improved in these areas to receive high position and equality with men in the work force. However, even though they have kept their heads down and played by the rules, women still have somehow come up short and, their pay remains less than men’s pay. The earnings and income of men and women differ on many levels; it’s almost hard to believe. It makes you wonder what else is a factor besides the gender. Data from a 2012 study “Women’s Earning and Income” showed that with full time, year round work, there was almost a $12,000 dollar decrease in the income between men and women. In the same study it showed how even having a marital status can affect with the income between the two sexes. A working married woman earns about $751 weekly earning as to a married man can earn about $981 dollar weekly earning. If you have equal shares in marriage why is the gap still there? In the 2012 study whether married, divorced or never married women still inherit a lesser salary then men. As an individual your hard work should be enough to entitle you to equal...
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... sex includes the biological characteristics that distinguish the two sexes and do not change around the world. Gender on the other hand, comprise the behaviors and expectations a particular society considers appropriate for the two sexes to display. In the societies of the past, the environment further adapted whatever biological tendencies males and females were thought to have had (Kruger). Boys and girls were nurtured to fulfill the specific gender roles anticipated of them. Men were expected to be strong and to support their families by taking on activities outside of the house in both the agricultural and industrial eras. In order for culture and the expectations of that culture to continue, young boys were taught the tasks their fathers performed. When schooling and higher education became available boys were also expected to attend. As society continued to transition, men began taking up higher positions in governmental, medical and business fields (Dunleavy). On the contrary, the feminine role was to care for the children and run the household. Even as communities developed from agricultural to more industrial and continued to evolve subsequently, young girls rarely received a basic education and higher education was only accessible to women much later on. In many western cultures, gender roles have since progressed significantly. These societies have come to the realization that both sexes share various psychological characteristics and are able to perform the...
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...century, most of the provision was restricted to primary education. There were more or less equal numbers of boys and girls attending these schools, which can be attributed particularly to a new-found parental appreciation of the importance of education to children of both sexes. However, the pupils were segregated into separate classes, and the beginnings of a pattern which later expanded more strongly can be seen. It resulted in an ideology that less was expected of girls academically (there is evidence that girls only learnt reading whilst boys did more subjects) and different practical subjects were taught to the two sexes (e.g. needlework for girls and carpentry for boys). Secondary education at this time was provided only for a limited number of children from the middle classes, mostly boys. It was not until after the Mitchinson Report of 1875 were the first two girls' secondary schools founded, namely a first grade school, Queen's College in 1881, and a second grade school, Alexandra, in 1896. The reasons for the Report's recommendation for the creation of secondary schools for girls were typical of middle class thinking of the time, namely that better educated mothers could provide better influence on their children's development. This idea that the primary role of women was to serve as mothers and wives, and limiting their activities to the home was a reality for white middle class women thus suggesting that the education provided for them was clearly not intended to broaden...
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...categorizations may be markedly different from what you personally believe is true. Descriptors Good neighbors, family oriented, oppressive to women, not oppressive to women, women as homemakers, women who go to work, patriarchal society, modest dress, immodest dress, well educated, undereducated, religious content in education, secular content in education, devout, law abiding, conservative political values, moderate political values, governed by Biblical law, governed by the Qur’an, fanatically religious, religious values perpetuated in politics, religion part of government, male-dominated political environment, political environment open to both sexes, violent, peaceable, socially exclusionary, socially inclusive, socially oppressed, socially compliant, sexist, feminist, strict moral values, moderate moral values, flexible moral values Table |Christian Americans |Both Groups |Muslim and Arab Americans | |not oppressive to women, political |Good neighbors, family oriented, women as |oppressive to women, governed by Biblical | |environment open to both sexes, |homemakers, women who go to work, modest |law, governed by...
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...gender equity and empowerment of Caribbean women through education has yielded mixed opinions. On one hand it is felt that social mobility for women is best realised through education, while on the other hand it is believed that current academic curriculums simply reinforce the subordinate, inequitable role for women to fulfil. At women’s conferences around the world, many ideals have been targeted for actualization. Among them, the need to improve the quality and relevance of education for girls, ensuring equitable representation of women at all levels of the political process, and encouraging and enabling men to take responsibility for their sexual and reproductive behaviour. According to Bailey (2003), be it the Convention on the Elimination of All Forms of Discrimination against Women (CDAW), or the World Conference on Women, education was highlighted as a ‘vehicle’ for change. Thus, the 1990 World Conference on Education for All admonished world governments to deconstruct “cultural barriers” to women’s education (Bailey, 2003; p. 109). In spite of these advancements, Bailey’s argument is that the increased participation and performance in education as a guarantee for women’s empowerment and equitable status with men is a misguided assumption; highlighting the Caribbean context, Bailey exposes this reality. Research has shown that women outnumber, and quantitatively outperform men at the tertiary levels of the education system. At the Secondary level, data from the 1996 UNESCO...
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...ZOOM Response: In the School Promoters: Education and Social Class in Mid-Nineteenth Century Upper Canada Reading historical reconstructions is of use to future teachers as it gives future teachers the ability to recognize the elements of the past that are still present today. This allows future teachers to identify these elements and either make students aware of them and use them as a teachable moment or resist these elements and their use. For instance, the idea of teaching the sexes differently (“sexes should be schooled separately” (Prentice, 40)) was very prevalent in the 19th century. From my experience when I was in high school there is still a bias in how females are taught over males. Females were separated from males for topics...
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...failure of induction-based theory generation in archaic science and the resultant recognition of the lack of certainty associated with hypotheses in modern science. The concept of symmetry proposed in the Strong Theory is related, in a sense, to this principle by its nature: the acknowledgement of the impermanence and uncharacterizable nature of proposed scientific theories. Examining gender in the light of symmetry is an exercise that could manifest itself differently depending on the definition of symmetry that is applied. For instance, determining gender’s symmetry in a mathematical sense is different from the task at hand (the symmetry associated with the Strong Theory), but is valuable nonetheless. Anatomically and biologically the sexes are seen to be asymmetric in nature – to the point of having an entirely different chromosomal structure (XX v. XY). This type of asymmetry, while not explicitly related to the concept presented by Bloor et al., is in fact at the heart of my reasoning for the conceptually asymmetric nature of gender. In Hallberg’s discussion of gender there is often mention of the boundaries in place for women as a result of the pre-existing social awareness of the centrality and success of men. In a symmetrical view of gender there would also be consideration of the possible positive effects of such a social construct. For instance, perhaps the scarcity of females in a certain corporation enhances the odds of selection for a management position for the...
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...Essay Introduction: Co-Education means the education of boys and girls together in the same institution and at the same time. In India, it has recently become common. In the recent past religious leaders and the people of conservative views did not favor the idea. They were even against the education of women, because they were not in favor of liberty and equality to be granted to women. But now times have changed. Co-education in India: Co-education is not a new thing for us. In the good old days when Sanskrit used to be the mother tongue in India and the Ashram were the seats of learning, co-education was widely practiced. In the Hindu scriptures, old records and legends, we find a number of examples which show that co-education was prevalent then. The practice continued till the advent of Muslim rule in India. With the Muslim rule came the degradation of women. The ‘Purdha’ system led to the discouragement of female education. Co-education in the West: In Europe Co-education is only of recent origin. Oxford and Cambridge universities kept their door tightly shut against woman till recently. But after the First World War, Co-education had tremendous rise in Europe and America. In America women have now begun to outnumber man in the school and colleges. Criticism in Favor and Against Co-education: For the very beginning powerful voices have been raised against this speedy march of co-education. Stephen Leacock, an eminent American educationist declares with emphasis, “Men...
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...were physically incapable of doing manual labor like men. The natural result of biological differences between the sexes supported the point of view that believed women were unable to compete with men at jobs that required strength and intelligence. It was believed that women are naturally more emotional and therefore less decisive than men. Many believed that they were also less intelligent and with an inferior quality of creativity by nature. Many sociologists and anthropologists maintain that various cultures throughout the world teach girls to behave according to negative stereotypes of femininity, thus keeping alive the idea that women are naturally inferior. Overtime through war, a changing job market due to the introduction of new ways to produce, the decrease in manual labor jobs, divorce and the development of women’s groups, the U.S. was to notice the impact of women in their society and make changes to better accommodate her. There were toward the end of the 1700s women were becoming more vocal about equally between the sexes. An increased in literature written by women also began to happen at this time. The division of tasks that originally had been determined by physical differences became a matter of tradition. Once machinery began to phase out and the need for male strength became less of an issue and women were allowed to pursue more education under the belief that it would make them better equipped to teach their children, women were still not...
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...Co-Education means the teaching of both boys and girls in the same school and under the same roof. It also means imparting the same education to both the sexes without any distinction. This system of education aims at bringing boys and girls together. It allows free mixing of sexes without any inhibition. The great Greek philosopher, Plato had propagated the system of co-education in the ancient times. He believed that co-education will create a feeling of comradeship between boys and girls. Plato was a great supporter of the education of women. Therefore, he wanted them to be educated with men in the same institutions. He felt that if men and women are taught together, it will develop their personality to the maximum. They will not feel any shyness from each other. He advocated that it was the only method in which both could become useful members of the society. Plato in reality was much influenced by the co-educational system of Sparta, a city of Greece. There the boys and girls were given both the academic and physical education together. The girls and boys studied and played together. They were both taught the art of fighting, horse riding, archery etc. Thus the women of Sparta were not in any inferior to men. In ancient India also, there was no segregation between boys and girls in the Aryan society. In the modern times, co-educational system is prevalent in Europe and USA. In India also, now-a-days more and more co-educational schools and colleges are being established...
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... * works to defeat the misjudgment, * Women are ranked last in the ladder of society, * Relative Equality: * When both sexes have relative equality, economies grow rapidly, less corruption occurs and children’s health improves. * Gender inequality refers to Men and women being physically different but it is the barriers between one another. * These include social, economic, political and legal interpretation that lead to inequality between both sexes. * Gender equality is a vital and important human right. * Issues And Reasons: There are many issues relating to social inequality: * Men and women have different daily responsibilities and roles. * Men overrule women, as men tend to have a high status in society as the work they do is riskier and heavier compared to women’s which is providing food for their family and caring for their children. * They have unequal access to education and health services. * Women are not treated equally. * Within in the terms of political and legal inequality, females are treated unfairly and are poorly represented at all levels of formal decision making in society. These issues leads to unequal rights and benefits. * What Needs Attention?: The following are issues that need to be dealt with in order to improve gender equality: * Education, * Sexual and reproduction health rights, * Infrastructure, * Property Rights, * Employment, * Participation in national...
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...If so: mixed schools provide diversity, and a chance to mingle with both genders equally. It helps with maturity and more widespread friendships. Disadvantages, it's been said that grades and overall study quality declines in mixed schools. It's a pretty equal tradeoff. They learn when they are young to treat each other with respect and consideration. If not exposed to this environment there are some disadvantages. A male only school has a Homosexuality rate of 63% more than a public school open to all genders with a 14% rating. The Benefits of Mixed Schools Some evidence has suggested that boys in mixed schools performed better academically, as they are encouraged not to 'mess around' by their more responsible female classmates - but obviously this is a generalisation and might prove different in specific schools and even in particular classrooms. Some proponents of mixed schools claim these schools have a better atmosphere, since they are neither too 'bitchy', as can occur when a group of girls are working and studying together, not too aggressive, which can occur when boys are exclusively working and studying together. 1 There are less ‘sink’ groups in schools. 2 Different teaching styles are opened up, moving away from didactic methods. 3 There is potentially less negative labelling of students. 4 Teachers have contact with a wide range of students. 5 This form of teaching makes for diagnostic teaching. 6 Troublesome students are ‘diluted’ through the...
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...Private security and public policing Karen Swol I n recent years, both the number of police officers in Canada and the crime rate have been declining. However, the rates for many workplace or white-collar crimes, such as computer crimes, employee theft, and fraud, are increasing. Public police do not always have the resources to handle these internal crimes. In some cases, for example, a fraud of at least $100,000 must be committed for public police to give it priority (Gerden, 1998). With cutbacks to police budgets occurring just as the publics demand for security seems to be growing, the use of private security has been increasing. Police officers differ considerably from private security personnel in the work they perform, the basic job requirements and training. Both police and private security play a role in society; however, the line between the two security professions is becoming less clearly defined. Police officers who walk the beat in front of commercial properties may now meet up with private security guards hired by shopkeepers to patrol their storefronts as a deterrent to theft and break and enters. In general, this type of private security does not require a police presence nor does there exist a potential for danger. Some police forces have formed partnerships with private security in areas such as secure storage of property and evidence, monitoring of alarm centres, guarding of prisoners while in lock-up or in transit, and video- and audiotaping of...
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...only listed 15 descriptors’ while I listed 19. Looking at the descriptors on both lists I would have to agree with the assumptions that Muslims, Arabs and Christian Americans do make good neighbors and are indeed family oriented. Race has nothing to do with if you are a good neighbor or family oriented; many races believe that family is and should be the main focus point of their lives. All three of these races believe in a strong community, they believe in helping their neighbors, visiting with them and enjoying community activities. One area of my wife’s list that I would have to disagree with would be that Christian Americans are better educated than Muslim and Arab Americans. Education in the United States is not based on race. Each and every American citizen is allowed to get a free education, what we choose to make of this important opportunity is up to each individual. Americans perceptions are heavily influenced by today’s media. When we sit down to watch the news we are often overwhelmed by news reports that show bombings and terrorist acts that are affecting our military. We seldom get to see pictures of the laughing children...
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