Why Single Gender Education in a Co-educational Setting?
Brain Research has indicated that male and female brains are wired differently and therefore acquire knowledge more effectively through different approaches. Research has also indicated that males and females are predisposed to different interests as they grow. At RVIS we take this research into consideration when teaching and planning curriculum, in order to maximize student learning.
There is a long standing myth that males are better than females at math. Research has show that this is false, and that many math curricula may be more accessible to male brains. Neuroscientists have studied the brain while males and females complete specific tasks such as math and spatial reasoning. It was discovered that a more primitive, subconscious section of the brain is active while males are learning mathematical concepts. Females on the other hand, use a portion of a conscious section of the brain that also controls language and is most efficient when given context.
What this means for learning is that males are more likely to be able to take the abstract concepts and make sense of them in the real-world. Females perform better when they have the real-world context first, and work in reverse to the abstract. Equally capable, different modes of learning.
A consistent finding in research is males and females innately find different interests in areas of literature. Females are more inclined to choose fiction, books about people’s experiences and emotional difficulties they must overcome. Boys are more apt to choose non fiction; war stories and books about struggles. What does this mean for education? Choosing a book that appeals to students will most likely lead to a more enjoyable experience for the student which will naturally lead to a deeper understanding of the literature and higher participation.
Adolescence is a challenging time under the best of circumstances. As students mature, self image becomes a prominent part of life, especially from the opposite gender. Data gathered from single gender programs indicate that females worry less about self-image and are more likely to participate and take risks in single gender classrooms. It has also been shown that females are more likely to enter fields related to math and science in a learning environment that is single gender.
We also believe that a crucial aspect of development is learning to communicate and work in co-educational settings. For this reason, we emphasize a “together” model in non-academic areas such as: lunch time, passing periods, assemblies and school trips. This gives our students the chance to broaden their peer group and learn important aspects of communicating with people who literally think differently.
This together-apart model allows our students to experience the best of both worlds: A learning environment that is tailored to genetic dispositions, while enjoying setting that allows for a broader, more diverse peer network