Single Sex Education
It’s always amused me how fashions change: they all too often seem to come right around again to the starting point, even if the justifications have changed.
One example might be the breast feeding of babies. Once it was no longer necessary, with the invention of decent artificial milks, there was a huge swing away from it: now the advice is that one should indeed breast feed, it’s both good for the baby and the mother (the latter as a prophylactic against breast cancer is the latest word).
The same often happens in economics, although that’s more to do with the fact that the questions there never change, just the answers.
The latest reversal seems to be over single or mixed sex education. Time was when it was the logical assumption of all right on people that boys and girls should be educated together. This was an obvious part of creating gender equality, that they should be treated the same and raised and educated the same way. This appears to be changing:
Boys at primary school perform ’significantly’ better in English tests if they are taught in classes with fewer girls, a new study claims.
Research from Bristol University, which used data from every state school in England, found that as the proportion of girls rose, the results achieved by their male classmates fell. Steven Proud, who carried out the work, concluded it ‘might be beneficial for boys to be educated in single-sex classes’ in English.
He argued that girls tended to be ahead of boys in English, and so were more likely to answer questions, raise their hands and behave confidently in lessons. Boys studying alongside a large number of girls find it easier to ‘hide in the background’.
It would be very interesting to see if the same results were found in reverse in math classes. For in the above example it’s the girls’ greater facility at verbal communication which makes them more confident and thus pushes the boys into the background. As we know from our EQSQ tests, the flip side of that greater proficiency with language for girls is the greater math ability of the boys.
So in mixed math classes, do the boys dominate and push the girls into the background?
One other thing that we need to note, which is that it is only averages for boys and girls here: it’s not a definition, that girls are better than boys at language, rather, a probability. An individual can be anywhere on the spectrum, we just expect to see more girls at one end, more boys at the other.
Which leads us to an interesting possibility. That instead of arguing for single (or even mixed) sex classes, the actual argument should be in favour of teaching single ability classes rather than mixed. We’ll always find some girls who excel at maths (that is, using Simon Baron Cohen’s description of such a talent being a signifier of a “male type” brain) just as we’ll always find those boys who excell at language (similarly, “female type” brain). Those who excel at a specific subject should be taught alongside those others who also do. Those who are rather more duffers at a subject, as the above research shows, do better when taught with similar duffers.
So we might in fact take this research as showing that mixed ability classes are a bad idea rather than the point the researchers think they have found, which is that mixed sex classes are the problem.
However, even if this is the truth, I wouldn’t expect it to change very much: the idea of setting, of placing the bright with the bright, the talented in one subject with others who share the same talent is, at present at least, so deeply unfashionable that it’s difficult to see things revolving back on this point.
