Same Sex Education

Separated by Sex: A Critical Look at Same-Sex Education for Girls
by Betty White

With four private, thriving, all-girls' school in our state, many Hawaii residents are interested in the latest American Association of University Women's report, "Separated by Sex: A Critical Look at Single-Sex Education for Girls". This study, preceded by two earlier reports in 1992 and 1995, suggested that girls in elementary and secondary schools were not receiving the same quality of education as boys. Both reports stimulated widespread discussion about equitable schooling for America's girls. However, this latest AAUW report offers an ambivalence about all-girls' schools, suggesting that all-girls' schools haven't shown must benefit in comparison to coed schools.

Many have asked why the AAUW report appears to be flip-flopping from its earlier research. Who knows? Many say it is politically motivated to stop public school single-sex experimentation, especially in states like California, where $3 million was recently spent on single-sex education for both sexes.

For whatever reason or reasons this report was generated, it's important that the confusion not distract from the many real contributions girls' school have to make. And, of course, it is simply too bold and simplistic to state that girls' schools convey no real benefits. In this regard, at least the AAUW report recognized that girls' self esteem and confidence are bolstered in all-girls' schools. Quite often in all-girls' schools, academic achievement is only one of the areas of a girl's development to receive attention. But, if she survives this at-risk period, especially in grades 6 - 9, her sense of self-identity and confidence will be more firmly grounded for further education.

It's interesting to note that this report comes in the wake of a surge in the popularity of all-girls' school in this country. Since 1991, inquiries to girls' schools have risen by 35 percent, applications by 21 percent and enrollment by 19 percent; the percentage of schools at full enrollment has more than doubled over the last seven years. Students at all-girls' schools score almost 100 points above the national mean on the SAT, receiving an average of 594 verbal and 575 Math.

The AAUW, in its latest report, tells us nothing profound nor complex when it concludes that the success of our all-girls' schools is based on several variables such as a clear mission, high standards, small classes, a sense of community, quality teachers and strong parental support. And, if AAUW's executive director is looking for what she calls the "silver bullet to effective education", she will be hard pressed to prioritize these standards. All-girls' schools understand that it is these characteristics that build their foundation for success. Segregation by sex is merely a catalyst.

The AAUW report raises the question whether boys and girls need different things in order to learn. The answer is unequivocally, YES. The research is clear, girls learn differently than boys. An entire issue of Newsweek (March 27, 1995) was devoted to the topic of the cognitive difference between males and females. Although there is much to be done to refine the data and our understanding of these differences, it is clear that there are physiological differences resulting in gender differences in behavior and cognition.

Some further observations which the AAUW report fails to mention include:

- Single-sex education is a complex issue, with no set solutions. When one is asked whether or not single-sex education is preferable, we must refrain from making bold statements, but concentrate on finding answers to such questions as, "What is the girl like? How old is she? What is the school like? What are the alternatives? Often, the answers cannot be divided into one neat list of advantages and disadvantages.

- Single-sex schools are merely an option to which parents and students are entitled. There is no "one-size-fits-all" solution to our state's and nation's challenges in providing quality education to everyone. But, one should not confuse private schools' long tradition with public schools' recent experimentation in the area of single-sex education.

- Parents are the catalyst in American education. If you do not have parental support behind daughters, if you do not have parents nurturing a can-do attitude for daughters in whatever they do, no amount of enlightened teaching in any type of school is going to make a difference. It begins at home. What young girls, and even young boys, see their parents doing either opens or closes doors in education for them.

- The bias in our culture is so pervasive that often we do not recognize it. We have a long way to go before we get to a real gender balance in our educational system. As we continue to seek solutions, we must continue to meet the challenge to think creatively about how to foster girls' and women's sucesses.

- There are no difinitive answers for parents about their individual daughters. It is too private a decision to be made via public policy. What is best for the general good of society might be disasterous for one's own daughter. The issue of single-sex education cannot always be studied scientifically. Rather, it must be pondered and discussed with open hearts and minds. And, as long as there are girls and boys, the debate will continue!