Running head: SAME SEX CLASSROOMS 1

Same Sex Classrooms

Kerny Hanson

Arizona State University

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Abstract

This paper views three different research studies conducted involving single sex

classrooms. The first study looks at the lack of women in STEM studies and how single sex

classrooms play a role in this. The second study looked at math problems done by boys and girls

and how they used their problem solving skills differently. The third study focuses on gender

salience and anxiety that can come from a single sex classroom versus a co ed one. Based on the

evidence, it was concluded that all studies found that boys and girls learn differently, but the

effects of their environment was not focused on thoroughly enough.

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Throughout history, education has changed and evolved with influence from teachers,

parents, researchers, and more. The idea that a classroom environment can be manipulated to fit

all students’ needs requires a variety of perspectives. The common co-ed classroom is what most

Americans experienced growing up, while there is a small percentage who attended a single sex

classroom or experienced a single sex classroom. The ongoing discussion describing what the

best environment for children to learn in comes into play when single sex classrooms are

considered. To some, single sex classrooms are necessaary for each gender to focus since each

learn differently. To others, single sex classrooms do not model the real world in which we live.

Single sex classrooms can be studied based on gender representation in STEM studies, problem

solving strategies for boys and girls, and student anxiety rates.

First, it is commonly known that women are less represented in STEM studies. Based on

this, many believe that single sex classrooms could help women get more involved in STEM.

Without the intimidation of being outnumbered by boys, single sex classrooms could be a viable

option to get higher women participants. This question was raised by researchers and fully

explored when scientists looked at longitudinal research determining students proficiency in

math and science after schooling. It was discovered that STEM was popular and proficient in all

boys schools, but did not reflect in all girls schools (Park et al, 2012).

Next, the second study involving problem solving strategies was done at a coed

educational institution (middle school) with same sex classrooms. With focus on math, the

researchers gave boys and girls different math problems and had various categories labeling how

they went about solving them. After studying the data, “...sixth-grade boys may be more likely to

approach a proportional problem using non-additive strategies than sixth-grade girls” which
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made the girls’ additive strategies more than double (Che et al, 2011). This study suggests that

boys and girls learn differently, but how their environment affected this was not addressed.

Lastly, the research study done focuses on students in single sex schools and their

psychosocial development. The researchers use the term “gender salience” to refer to the

students of the 2059 high schools and their awareness of gender in their environment (Wong et

al, 2018). The study found that “... mixed-gender friendships, though not gender salience,

appeared to engage in a possibly bi-directional mediation relationship with mixed-gender anxiety

that is consistent with a vicious cycle of escalating anxiety and lack of mixed-gender interaction

among single-sex school students” (Wong et al, 2018). This evidence would back up claims

stating that students can be distracted by the opposite gender.

In conclusion, single sex classrooms are few and far between but could be beneficial

depending on the student. There are numerous aspects that could influence the abilities of a

student, and a lot of research does not address this. However, the research suggests that boys and

girls learn differently, but how well do boys and girls work together? Today, education involving

discussions and peer related activities are growing more than ever. Because of this, are single sex

classrooms going to lack new perspectives from the opposite gender? With time, research can

narrow down conclusions based on questions like this. For now, single sex classrooms can be an

option for students and parents who see it is a positive learning envrionment.
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Works Cited

Che, M., Wiegert, E., & Threlkeld, K. (2011). Problem solving strategies of girls and boys in

single-sex mathematics classrooms. Educational Studies in Mathematics, 79(2), 311–326.

doi: 10.1007/s10649-011-9346-x

Park, H., Behrman, J. R., & Choi, J. (2012). Do Single-Sex Schools Enhance Students’ Stem

(Science, Technology, Engineering, and Mathematics) Outcomes? SSRN Electronic

Journal. doi: 10.2139/ssrn.2153812

Wong, W. I., Shi, S. Y., & Chen, Z. (2018). Students from single-sex schools are more

gender-salient and more anxious in mixed-gender situations: Results from high school

and college samples. Plos One, 13(12). doi: 10.1371/journal.pone.0208707