1. 1
SCOUTING FOR BOYS?
Edward Schmalz
The Influence and Role of NGOs in Global Governance: From Grassroots to Global
April 16, 2015

2. 2
“No throwing scouts into the water!” The booming, no nonsense voice of former Marine
Corps Drill Sergeant turned pool director Jay Hawkins echoes through Camp Royaneh, a Boy
Scout Camp in California, as he throws a willing scout into the water to emphasize his point and
provide a visual, hilarious demonstration of what not to do. Boys between ages 11 and 18 listen
attentively as the gruff but lovable man explains the safety rules of the pool, as they sit around,
feet in the water, paying close attention1. These boys will not forget the rules - and many of them
will take classes from this man or his young staff at this camp. This is not a particularly unusual
scene to see at a Boy Scout camp, boys, many of whom have driven their teachers up the walls
during the school year and been diagnosed with ADHD and any variety of behavior disorders.
Yet these same boys are paying close attention and actively learning. Why does this work?
This paper will seek to show how single gender education has tremendous value and the
Boy Scouts provide a great example of the advantage and value of this method. First, the nature
of the nearly ideal way in which the Boy Scouting program educates young men is visible in the
vision of the founder, Robert Baden Powell, who sought to create a “school of the woods” to
educate and develop young men (Baden Powell)2. Secondly, the science of single gender
strongly supports the value of single gender education. Third and finally, the Boy Scouting
model, as it exists today3 publicly supports and utilizes the aforementioned techniques in an
almost intuitive fashion.
1
Isabel Azcona. Online interview by author. March 23, 2015.
2
Robert Baden Powell. "Pearls of Wisdom - Quotes from Baden Powell." Scouting. Accessed March 27, 2015.
http://www.scouting.org/filestore/pdf/Quotes.pdf.
3
My social location is that of a white, male American. Therefore the experiences I will primarily be discussing are
with the Boy Scouts of America.

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Robert Baden Powell’s Vision for Scouting
Few organizations have arguably impacted the world as much as Scouting. Founded in
August of 1907 by the British military hero of Mafeking, Robert Baden Powell, scouting has
grown at an incredible rate, to the point where 216 countries have scouting programs, 160 of
which are governed by the World Organization of the Scouting Movement, or WOSM4. The
program has, over the course of its 108 year existence, affected and been affected by the
changing tides of social progress. However, through all of this, Robert Baden Powell’s vision for
a single gender program has remained a constant.
In recent times, the Boy Scouts have come under fire for their alleged discrimination
against atheists, homosexuals and promotion of militarization. However, in order to understand
exactly why the Boy Scouts operate the way they do, it is crucial to look closely at the founding
vision of Robert Baden Powell and examine how that historic vision fits into the reality of the
21st century. Although some objections have been raised toward the scouts not admitting girls,
most countries have responded similarly to the Boy Scouts of America program which has
plainly stated that: "The Cub Scout and Boy Scout programs were designed to meet the
emotional, psychological, physical, and other needs of boys between the ages of 8 and 14. Boys
in this age range seek out and enjoy group activities with other boys."5 Furthermore, parallel
organizations have been created which address the needs of girls. For example in the United
States Boy Scouts of America currently counts two million youth members, and similarly the
Girl Scouts of America count 2.8 million members among their ranks6.
4
"Environmental Education Through Scouting." World Organization of the Scouting Movement. Accessed March
27, 2015. http://scout.org/.
5
"Teaching Boys to Do Things for Themselves and Others." BSALegal.org. Accessed March 27, 2015.
http://web.archive.org/web/20080512011334/http://www.bsalegal.org/gender-cases-226.asp.
6
http://www.girlscouts.org/who_we_are/facts/ Accessed March 27, 2015.

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Why Start the Scouts?
Robert Baden Powell’s vision for the scouts began as a patriotic venture, a program
designed to prepare young men for military service. A veteran himself and a war hero, he
recognized a growing problem in Britain amongst the youth and sought to remedy it.
Robert Baden Powell recognized a variety of factors, which he believed were harming the
youth of the country, and believed the Scouting program could fix them. He saw the youth as
naturally resourceful, intrepid and strong, but as a result of the educational programs of the time
he believed they were being made into “members of the herd, with everything done for them and
with the fetish of ‘safety first’ ever before their eyes”7. Furthermore, Baden Powell perceived
that youth had to deal with the ever-present temptations of “undesirable teachings of a
sensational Sunday press, immoral cinemas, and easy access to cheap, unhealthy pleasure, and
gambling”8. Baden Powell clearly feared that the situation facing boys was setting them up for
failure. One might ask, what Robert Baden Powell would think of modern culture and the ease of
access to pornography and lack of effort necessary to accomplish many tasks, which would have
taken quite a bit of work to do in his time.
Furthermore, Baden Powell feared that industrialized culture was getting further and
further from nature. While he lauded the development of a variety of technological innovations
like the motorcar for the opportunities it provided, he saw a great danger in over dependency on
modern innovations. He feared that “civilization is driving Nature further and further out of the
reach of the majority” which would inevitable result in youths entirely growing “brains instead
of brawn”9. While this may seem overbearing, it is clear that Baden Powell was strongly
7
Robert Baden Powell. "Chapter X Life Number Two-The Boy Scouts and Girl Guides Part One." In Lessons from
the Varsity of Life. London: C.A. Pearson, 1933.
8
Ibid.
9
Ibid.

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concerned with what has become known as whole-person education (mind-body-spirit). Physical
health and well being of boys in England required attention; physical fitness remains a core
component of the Scout Oath today with its a promise to be “physically strong”10.
Foundation of the Boy Scouts
Robert Baden Powell’s solution for the problem he encountered was clear: an institution
focused on the values of patriotism, duty and good citizenship. He firmly believed that it was
essential not only to be happy, but also to go out and make others happy. All other components
of scouting mission fall back to this element. Looking at the world he saw in 1907, he did not see
an overwhelming amount of true happiness.
Therefore, Baden Powell, who had recently gained notoriety for his defense of Mafeking
in the Boer War, set out to Brownsea Island with 22 economically diverse boys for nine days to
test his theories on scouting11. Overall, his techniques were a success, with not only large
amounts of boys signing up to get involved, but also many adults who volunteered to help out as
scoutmasters.
Some crucial things to understand in regards to the layout of the Boy Scouts is the Patrol
System, Scout Master System, and the responsibilities and ideologies that go along with the Boy
Scouts. The program that Baden Powell envisioned would utilize a patrol system that would
work in line with the way groups of boys typically tended to form ‘gangs’ and use them in a
positive way. Robert Baden Powell reveals the importance of this by stating: “The patrol system
is not one method in which Scouting for boys can be carried on. It is the only method.”12 In
Scouting for Boys, he explains “Scouting puts them into fraternity-gangs, which is their natural
10
"Scout Oath, Scout Law, Vision Statement." Boy Scouts of America. Accessed March 27, 2015.
http://bsaseabase.org/Scouting/About/AnnualReports/2013_oath_law_mission.aspx.
11
Robert Peters. "The First Scout Camp." Scouting Magazine,September 1, 1999.
12
"Patrol Leader." Boy Scouts of America. Accessed March 27, 2015.
http://www.scouting.org/scoutsource/BoyScouts/PatrolLeader.aspx.

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organization, whether for games, mischief or loafing”13. Fundamentally though, his goal was that
the scouts would be boy-lead and, therefore, develop scouts not only to be helpful and obedient,
but also to take charge and educate one another. He clearly illustrated this belief when he said,
“The patrol is the character school of the individual”14.
The Scout Master system was then designed with the intention that scoutmasters would
act as a sort of older brother/mentor to scouts. Baden Powell explains, “The Scoutmaster guides
the boy in the spirit of an older brother.”15 It is clear in this statement and other parts of his
writing that it was his hope that the scoutmaster would be there to inspire the scouts, but not be
an overbearing authority. He advises, “The more responsibility the Scoutmaster gives his patrol
leaders, the more they will respond.”16 With proper temperament, Baden Powell believed a
scoutmaster could be one of the greatest role models a boy could ever have.
Core Components of the Boy Scouts
Other than the patrol system, there are four things to which each scout, at least in the
version of the program in the United States, is expected to adhere and memorize before attaining
their first rank. While these obviously differ a bit in language throughout the world, the World
Organization of the Scouting Movement affirms these core values. Specifically, WOSM agrees
on the Scout Law and Promise (also called Oath), and most of the member programs share either
the same Motto or Slogan as the Boy Scouts of America. These are each meant to inspire the
boys in a different, but vital, way.
13
Baden Powell, Robert. Scouting for Boys. Vol. I. London: Courier Corporation, 1908.
14
"Patrol Method in Practice - The Character School - Scoutmastercg.com." Scoutmastercgcom. January 3, 2013.
Accessed March 27, 2015
15
Baden Powell, “Pearls of Wisdom”
16
ibid.

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The Scout Oath, which varies from country to country in some of the verbiage,
essentially echoes the following statement taken from the World Organization of the Scouting
Movement’s website:
On my honor I promise that I will do my best
To do my duty to God and the King (or to God and my Country);
To help other people at all times;
To obey the Scout Law.17
The most notable parts of this are the emphasis on duty and patriotism. The oath reaffirms the
core components of the hard work and helpfulness that have previously been noted, but also
emphasizes the patriotic nature of the program. This nature has been both admired as noble and
helpful, and criticized as militarization. Based on Baden Powell’s records, it is clear that he
wished for an organization that supported scouts with strong civic mindedness and a desire to
serve - which he wholeheartedly believed came from helping out with something greater than
themselves.
Baden Powell also perceived a world in which there was a great need for a better
citizenry. Admittedly, this was likely influenced by the Victorian values of the time, but overall,
his call was for scouts to follow a set of governing moral principles called the Scout Law. This
law initially read as follows:
1. A Scout’s honor is to be trusted.
2. A Scout is loyal.
3. A Scout’s duty is to be useful.
4. A Scout is a friend to all.
5. A Scout is courteous.
6. A Scout is a friend to animals.
7. A Scout is obeys orders.
8. A scout smiles and whistles underall difficulties.
9. A Scout is thrifty.
10. A Scout is clean in thought,word and deed.18
17
WOSM “Promise and Law”
18
Baden Powell Lessons from the Varsity of Life.

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An aspect of this, which is particularly striking, is the fact that Baden Powell recognized
that students respond better to positive expectations than prohibitions, something which
numerous educational researchers have verified19. He specifically states “The boy is not
governed by DON’T but is led on by DO”20. This law in America is simply stated as “A scout
is… trustworthy, loyal, helpful, friendly, courteous, kind, obedient, cheerful, thrifty, brave, clean
and reverent”21.
The scout motto is perhaps the most recognizable aspect of Boy Scouts to the world: “Be
Prepared”22. This motto is key to the identity of the Boy Scouts because it gives a significance to
everything they do - Baden Powell himself explains that scouts are to not just be prepared for the
probable, but also for anything that is possible23. This serves two clear purposes - at face value, it
inspires scouts to truly prepare for disasters, campouts and always be planning ahead. Secondly,
it provides the added value of giving students a reason for learning most things - rather than the
simple “it’s part of the curriculum” excuse they are fed in the classroom too often.
The scout slogan, “Do a Good Turn Daily” is perhaps the second most recognizable
aspect of scouting. The need for such a component can be traced to the philosophical
underpinning that people greatly benefit from service to others. This has been explored
extensively by the Corporation for National Community and Service, which has prepared
multiple studies revealing the many health benefits of volunteering24. Baden Powell saw a
19
Baden Powell “Pearls of Wisdom”
20
Baden Powell Lessons from the Varsity of Life.
21
"Scout Oath, Scout Law, Vision Statement."
22
Robert Birkby Boy Scout Handbook.10th ed. Irving, TX.: Boy Scouts of America, 1990.
23
Baden Powell,. Scouting for Boys
24
Corporation for National and Community Service, Office of Research and Policy Development. The Health
Benefits of Volunteering: A Review of Recent Research, Washington,DC 2007.

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greater need for volunteering specifically for boys, and explains, “The Good Turn will educate
the boy out of the groove of selfishness.”25
Single Gendered Education Values
Single gendered education holds a very clear value, which scouting programs have been
almost seamlessly taking advantage of for over a hundred years. Studies have noted a very clear
difference in how boys and girls learn and what motivates them. Furthermore, the sociological
behaviors that both boys and girls display in situations in which they are mingled together can be
very negative and a segregation of the two can have a tremendous positive impact in the
development of individuals. Finally, single gender education allows for a much more advanced
level of differentiation.
Single gender education, while often thought of as a rather traditional approach to
education, has been supported by a variety of people from all walks of life and from people on
all parts of the political spectrum. Hillary Clinton said, “We know that single-sex schools and
classes can help young people, boys and girls, improve their achievement.”26
Problem with Boys Today
Today, especially in America we face a similar problem to the one that Baden Powell
witnessed in England. A 2006 article of Newsweek painted a vivid and terrifying portrait of the
modern educational landscape for boys.
By almost every benchmark, boys across the nation and in every demographic group are falling behind. In
elementary school,boys are two times more likely than girls to be diagnosed with learning disabilities and
twice as likely to be placed in special-education classes.High-school boys are losing ground to girls on
standardized writing tests.The number of boys who said they didn't like schoolrose 71 percent between 1980
and 2001, according to a University of Michigan study.Nowhere is the shift more evident than on college
campuses. Thirty years ago men represented 58 percent of the undergraduate student body.Now they're a
25
Baden Powell “Pearls of Wisdom”
26
Christina Hoff Sommers. "A Necessary Option." NY Times, October 28, 2011. Accessed March 15, 2015.
http://www.nytimes.com/roomfordebate/2011/10/17/single-sex-schools-separate-but-equal/a-necessary-option.

10. 10
minority at 44 percent. This widening achievement gap, says Margaret Spellings, U.S. secretary of Education,
‘has profound implications for the economy, society, families and democracy.’27
This problem can be traced to a variety of issues, including a change in the modern
concept of intellect and fewer opportunities for students to move around in classes, as well as the
ramifications of differences in brain development, which will be discussed later in this paper.
However, plain and simply, the major problem is defined by Michael Thompson, the author of
“Raising Cain” who states: “Boys are treated like defective girls”28.
Psychological Learning Difference
Although throughout the years many unsubstantiated claims have been made about
extreme differences between the neurological abilities of boys and girls, and while many of these
claims proved false, there truly do exist some crucial neurological differences between sexes.
These differences affect their learning in a far greater way than the anecdotal dispositions of the
genders. Dr. Leonard Sax does an outstanding of job of explaining the reality of the neurological
differences between boys and girls. Specifically, the differing sequences of development in boys
and girls, the differences in nervous system responses, hearing and seeing differences have a
crucial effect on students’ behavior, reactions and learning styles.
In terms of development, girls mature much faster than boys. Neurologically, this means
that female brains reach the point in which they begin to ‘prune’ or remove unused synapses
much quicker than boys do29. This pruning involves the brain removing excessive tissue and is
typically associated with what society defines as maturing. This, in addition to the biological and
anatomical maturing of girls creates issues in terms of students’ connectivity and development.
However, this is not the only sequential differentiation between the sexes that creates issues that
27
Peg Tyre "Education: Boys Falling Behind Girls in Many Areas." Newsweek,January 29, 2006.
28
Daniel J. Kindlon, and Michael Thompson. Raising Cain: Protecting the Emotional Life of Boys. New York:
Ballantine Books, 1999.
29
Daniel J. Siegel "Pruning, Myelination, and the Remodeling Adolescent Brain." Psychology Today, February 4,
2014.

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can be handled better in a single gender school. Sax theorizes that boys and girls begin their lives
with more differences in behavior and neurology, differences that become less over time. For
example, he explains that a six six-year-old boy may learn better standing and making a buzzing
sound, whereas a six-year-old girl may learn sitting down, an observable difference from a forty-
year-old man and woman30. This is just one example of these differences, which manifest
themselves in necessarily different learning styles. By placing students in a system that compares
boys and girls here, the potential exists for a great disadvantage to occur for both. For example,
in relation to the aforementioned scenario, a teacher in a coed classroom will have problems
dealing with it, and unfortunately, the chances are that in such a scenario, the little boys will be
disciplined for exhibiting normal little boy behavior - and if a boy is forced to conform to
standards which are unhealthy for him, the consequences could be traumatic and lifelong.
One of the most interesting aspects of Sax’s research is his assessment of studies that
indicate that the autonomous nervous systems of boys and girls differ in a way that affects the
learning environment. 31 Sax claims that males and females’ stress response is governed typically
by a different part of the nervous system. Sax claims that boys draw typically upon their
sympathetic nervous system (fight or flight), whereas girls typically draw upon their
parasympathetic nervous system (rest and digest). Furthermore, due to differences in their
genetic makeup, in risk situations males secrete an increase in testosterone while females secrete
an increase of oxytocin32. The result of this is that a different teaching style can garner and hold
the attention of students of different genders. If Sax’s assertion that boys are more governed by
the sympathetic nervous system is correct, it makes sense that boys would respond much more
30
Novotney, Amy. "Coed versus Single-Sex Ed." American Psychological Association 42, no. 2 (2015): 58.
31
Hinojosa-Laborde, C., Chapa, I., Lange, D., & Haywood, J. (n.d.). Gender Differences In Sympathetic Nervous
System Regulation. Clinical and Experimental Pharmacology and Physiology, 122-126.
32
"An Analysis of Achievement Between Single Gender Education and Coeducational Models in Select Middle
Schools in South Carolina." University of South Carolina Scholar Commons, 2013. 28

12. 12
positively to direct questions and a lively classroom. Likewise, if his assertions are correct about
females, it would stand to reason that girls would learn better in what they perceived to be a safer
intellectual environment. However, because Sax draws upon research conducted on adults to
determine which part of the nervous system governs their response to physical stressors, the
accuracy of this assumption in regards to children is not yet proven33.
The differences in sensation and perception for boys and girls seem to have a tremendous
and surprising impact. In terms of hearing, Sax’s research indicated that the most comfortable
hearing level for girls is 36.2 decibels and for males it was 42.1 decibels34. This difference of 6.1
decibels is hardly insignificant. Furthermore, similar studies have indicated that boys can tolerate
a higher level of background noise. This has a clear and direct application in the classroom, as it
indicates that boys typically need a teacher to speak louder and clearer, something which may be
physically uncomfortable for a female learner. Furthermore, female learners are typically more
likely to associate a raised voice with the teacher. Taking into account sociological pressures
which exist in coed schools, boys may fear sitting close enough to hear the professors for fear of
appearing a teacher’s pet, whereas girls may resent sitting far enough away to be comfortable
with the volume of the teachers voice for fear of losing favor with the instructor35.
Despite the understanding that boys and girls are more similar neurologically than they
are different, a variety of issues continue to exist in the general education system in regard to
students. Boys tend to score higher on mathematics and STEM fields, where girls tend to score
better on reading, writing and other humanities36. Additionally, more girls tend to act as
33
Hinojosa-Laborde et al. “Gender Differences In Sympathetic Nervous System Regulation”
34
Sax, Leonard. "Sex Differences in Hearing Implications for Best Practice in the Classroom." Advances in Gender
and Education 2 (2010): 13-21.
35
Ibid.
36
"Single Sex vs Coed: The Evidence." National Institution for Single Sex Public Education. Accessed March 24,
2015. http://www.singlesexschools.org/research-singlesexvscoed.htm.

13. 13
perfectionists during their development, specifically during their middle school years37.
Unfortunately, this seemingly benign tendency can very harmfully affect girls who attempt
challenging mathematics, as they tend to take their failures much harder38. Some research
indicates that this is a result, not of girls being naturally less good at math, but instead as a result
of an unintentional teacher bias39. Likewise, boys are often discouraged from attempting reading
and other humanities.
However, many scholars and researchers have offered explanations for this difference in
scores, many of which adequately describe a situation in which many at risk students could
benefit more from single sex schooling. Low rates of literacy in men and low achievement in
math of girls are not signs that males and females are different species - they are a sign that we
are failing a portion of our population based upon either a preconceived gender bias or an
unwillingness to differentiate instruction based on true neurological differences.
Some solutions, which have been proven to be effective in addressing this matter, can be
implemented effectively in a single gender education. Rather than just allowing boys to be boys
and girls to be girls, single gender schools ideally allow students to be themselves, safely;
something that the compounded societal pressures of coed education actually hinder.
Motivation
In addition to the aforementioned information, the puzzle of motivation can be further
broken down on gender lines for most students. While, as mentioned before, it is a fallacy to
assume that students of one gender or another will respond to the same motivational technique as
their peers, understanding what the majority of students will respond to certainly has value.
37
ibid.
38
Mark J. Perry "2013 SAT Test Results Show That a Huge Math Gender Gap Persists with a 32-point Advantage
for High School Boys." American Enterprise Institute,2013. Accessed March 25, 2015.
39
Amanda Marcotte. "Teachers Give Girls Better Grades on Math Tests When They Don’t Know They Are Girls."
Double X Factor, February 10, 2015.

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Broadly speaking, studies, specifically those conducted by Pomerantz, Altermatt, and Saxon
indicate that boys tend to be more motivated by interest in the subject matter, whereas girls tend
to be more motivated by a desire to maintain relationships and please adults40. Whether or not
this motivation stems from neurological differences or social constructs, the fact it seems to be
widely occurring provides an argument in favor of single gender schools that have the capability
to motivate their students in these differentiated ways.
Motivational differences between males and females manifest themselves in a variety of
differential methods for dealing with students of both genders and the problems that they tend to
face. Although boys and girls are both completely capable of learning just about anything, their
reasoning is often very different. Boys tend to be motivated by a sort of ‘level up mentality’
where they want to master and understand a subject, based on the idea that they find it
interesting. Conversely, most girls tend to wish to know the significance of everything that they
are learning and are more concerned with pleasing adults and teachers than boys are. Because
traditional math classrooms tend to emphasize content without regard to it’s worldly
significance, the fact that boys on average outscore girls by 12 score points on the PISA exam in
Mathematics, while disheartening, is not shocking41. Conversely, girls outperforming boys on
average by 36 points in reading in traditional classrooms is also troubling42. Neither of these
gender gaps are good news, and neither has a simple fix. However, placing students in situations
where they are more likely to be motivated, is a good first step; one which can be accomplished
for many students through single gender education. Evidence from a study conducted in Seoul,
Korea, where students were randomly assigned to either coed or single gender schools found that
40
Eva M. Pomerantz,, Ellen Rydell Altermatt, and Jill L. Saxon. "Making The Grade But Feeling Distressed: Gender
Differences In Academic Performance And Internal Distress." Journal of Educational Psychology:396-404.
41
"How Do Girls Compare to Boys in Mathematics Skills?" Pisa 2009 at a Glance, 2011.
http://dx.doi.org/10.1787/9789264095250-8-en.
42
ibid.

15. 15
at single gender schools both boys and girls scored significantly higher on standardized tests and
were more likely to complete a four year college degree43.
Sociological Reasoning
Sociologically, the reasoning for students attending schools is a bit different. Students in
single gender schools tend to feel a greater level of acceptance by their peers, resulting in them
moving out of their comfort zone. In some way removing the opposite gender from the equation
allows students, especially in high schools, to feel safer and more explorative in their academic
and social interests.
Socially, single gender schools can have a huge effect on changing traditional dynamics.
For example, the typical heterosexual male at a coed school is more prone to attempt to assert his
dominance in some way in order to appear more masculine in front of his female classmates44.
Unfortunately, this often manifests in a way that causes consternation and discomfort for his
peers, who find themselves being talked down to or insulted in situations when the group is
around members of the opposite gender. Conversely, most students at single gender male schools
report greater friendships and emphasize the quality of companionship that they experience. This
is partially perhaps a result of the many single gender schools that emphasize ‘brotherhood’ and
‘community’, but also likely a result of this changed social dynamic. Personally, I can attest to
the value of this, as I can recall attending an all male high school as a gangly awkward 14 year
old and forming friendships with guys of all ages that have strongly influenced my confidence.
Roy Givens argues that “Because boys have a fear of appearing less masculine in front of girls,
43
Hyunjoon, Park, Jere R. Behrman, and Jaesung Choi. "Causal Effects of Single-Sex Schools on College Entrance
Exams and College Attendance:Random Assignment in Seoul High Schools." Demography: 447-69.
44
Givins “An Analysis of Achievement”

16. 16
they often manifest behaviors which can become self destructive, both academically and
personally.”45
Likewise, for girls, the removal of the distraction of males provides a better opportunity
for friendship, companionship and academic advancement. One study indicated that girls
educated in a single-sex school tend to have higher career aspirations in terms of social status
and profession than their coed counterparts46. However, many opponents of single gender
schools make the argument that single sex schooling does not simulate the real world. This claim
can easily be challenged by a closer look at how students behave in coed environments. Whereas
in single sex schools students are more likely to be focused on matters such as academic
achievement, club involvement and athletic talent, students at coed schools often live in what
some psychologists refer to as a fantasy world, in which good looks are a prime factor in the
understanding of one’s life and self esteem. In many ways, one could argue that coed schools,
where physical attraction tends to play a disproportionately large part in social success, are even
less like the real world.
Students at single gender schools tend to report that they are able to focus on the subject
matter in class, rather than on how they look, or how to impress a member of the opposite
gender. One student eloquently puts it “I can concentrate because there are no girls - girls are
distracting”47. A teacher at Archbishop Riordan, a single private school in San Francisco stated
45
ibid.
46
Linda Sax, Emily Arms, Maria Woodruff, Tiffani Riggers, and Kevin Eagan. "Women Graduates of Single-Sex
and Coeducational High Schools: Differences in Their Characteristics and the Transition to College." 2009
47
Schmalz, James. Interview by author. March 7, 2015. Student at Archbishop Riordan

17. 17
simply “The hormonal distraction is not present”.48 Statistically, this is seen in the performance
displayed by students across the board in single gender schools. 49
Additionally, investigation of single gender schools has proven that, in positive
environments, both boys and girls are more likely to attempt and excel in subject areas that in
coed schools are typically associated with one gender. For example, at single gender schools,
girls are more likely to be involved in advanced math and Computer Science clubs50. Likewise,
boys in the same situation are twice as likely to take a foreign language and be involved in art,
music or drama51. In regards to the question of why students at single gender schools are more
likely to be involved in activities that are not stereotypically associated with their gender, a
teacher stated “The young men have to raise their hands, run clubs, and handle activities.”52
Surprisingly, it appears that rather than reinforcing traditional gender roles, single gender schools
actually allow students to communicate and explore their interests in a supportive safe
environment, free from the fear of embarrassment in front of the opposite gender.
How do the Boy Scouts Handle this?
The Boy Scouts, almost intuitively, typically seem to do a tremendous job of
differentiating for this. While overall studies on this matter are a bit lacking (a matter which I
would hope to change with further personal research and studies), an examination of a variety of
the techniques encouraged by the Boy Scouting program from instruction reveal this incredible
differentiation. For sake of general understanding, it is important to factor in both the official
48
Carrion, Phil Interview by author.March 7, 2015. Teacher at Archbishop Riordan
49
Craig Erico Ogden, "A Comparison of Student Performance in Single-Sex Education and Coeducational Settings
in Urban Middle Schools" (2011). Electronic Theses & Dissertations.Paper 361.
50
"Single Sex vs Coed: The Evidence." National Institution for Single Sex Public Education. Accessed March 27,
2015. http://www.singlesexschools.org/research-singlesexvscoed.htm.
51
ibid.
52
Carrion, Phil Interview by author.March 7, 2015. Teacher at Archbishop Riordan

18. 18
instructions of the Boy Scouts (in this case, the United States) and surveys of the reality of the
situation.
As previously discussed, movement and activity is a key component of most boys’
learning process. The Boy Scouts do an incredible job of utilizing this need for activity in the
nature of the learning process. Rather than sitting in classrooms, Boy Scouts is designed to be “a
school of the woods”53. This does an incredible job of keeping boys engaged, because as they
learn, they are out applying their skills daily. When a scout learns how to tie a knot, he does not
simply take a “knot test” and then never use it again; instead a scout will often utilize that very
knot multiple times every time he goes camping, with each knot having a specific purpose.
Another, incredible aspect of the Boy Scouts educational motto is the expectation that all
scouts are to teach one another. In the model used in the United States, for example, in order to
earn their first attained rank, scouts not only have to learn how to tie two types of knots, but also
teach another scout how to tie a square knot as well54. Utilizing a method called the EDGE
(Explain, Demonstrate, Guide, Enable) method, scouts are expected to pass their knowledge
along55. This not only provides a sustainable way for scouts to transfer knowledge, but helps
cement it in their heads. This remains constant throughout the scouting experience. Scouts again
are expected to use this method to teach more advanced skills as they continue on their
development, including for their Life rank, the rank before the final rank of Eagle56. In addition
to these requirements, scouts are expected to hold leadership responsibilities to rank up, and most
scouting camps employ a majority of scouting and scout alumni as instructors.
53
Baden Powell “ Pearls of Wisdom”
54
"Tenderfoot Rank Requirements." Boy Scouts of America. Accessed March 27, 2015.
http://www.scouting.org/scoutsource/BoyScouts/AdvancementandAwards/tenderfoot.aspx.
55
"Scouting's Teaching EDGE (BSA Edge Method)." Scouter Mom. September 7, 2010. Accessed March 27, 2015.
http://scoutermom.com/1001/scoutings-teaching-edge-method/.
56
“Life Rank Requirements" Boy Scouts of America. Accessed March 25, 2015.
http://www.scouting.org/scoutsource/BoyScouts/AdvancementandAwards/life.aspx.

19. 19
The merit badge system also provides a great example of how Boy Scouting compels
scouts to move outside of their comforting zone. Merit badges are awards of proficiency issued
to scouts when they complete a set of requirements set out by the scouting authority proving their
aptitude and understanding of an area. While there is a base set of badges required to reach the
Eagle rank (the highest rank a scout can achieve) that include badges like First Aid, Citizenship
in the World and Camping, there is also a vast swath of more than a 100 merit badges with an
eclectic selection of topics57. These include badges for things such as Graphic Arts, Leatherwork,
Music, Rifle Shooting and even Game Design58. What is most notable about this is how many of
these are treated by the boys. While in a coed environment certain areas, such as the handicraft
themed badges might be dominated by girls and thought of by the boys as girlish, they are
embraced strongly. At Camp Royaneh, the observed Boy Scout Camp in Northern California,
Vincent Hurley, a counselor with five years experience, former leader of the prestigious Table 5
Staff Club and the former Director of the Handicraft program area recalled: “When I taught
woodcarving merit badge at Camp Royaneh I often had too many scouts sign up for my classes
forcing me to cut an average of 3-5 scouts”59. This is not unique to this one example either; these
handicraft themed badges are very popular at most boy scout camps and boys seek them out.
Another aspect of the differentiated way that the Boy Scouting program effectively
educates young men is in how they approach cooking and camping. While the fact that anyone
associates cooking and or cleaning with being a ‘woman’s job’ is clearly a product of a sexist
sociological construct, youth who have been exposed to such ideas may know no better.
However, when they go out camping, most troops will make sure everyone does their fair share
57
"Merit Badges Required for the Eagle Scout Rank." MeritBadge. Accessed March 27, 2015.
http://meritbadge.org/wiki/index.php/Merit_badges_required_for_the_Eagle_Scout_rank.
58
"Introduction to Merit Badges." Boy Scouts of America. Accessed March 27, 2015.
http://www.scouting.org/meritbadges.aspx.
59
Hurley, Vincent. "Handicraft in Scouting." Online interview by author. March 15, 2015.

20. 20
of the cooking, cleaning and carrying loads. Scouts quickly learn the importance of nutrition,
cleaning and careful planning while camping, sometimes in hilarious ways. Stephen Arndt,
current program director of Camp Royaneh boy scout camp explains: “The scouts see quickly
that when everyone helps and follows through on their job, the dinner goes smoothly and the
cleanup is quick and efficient.”60.
One other component, which the scouts do an incredible job of differentiating and getting
the boys involved in, is the skit and campfire. Again, for whatever reason, theater has in many
parts of American culture become something traditionally associated with beautiful women and
effeminate men. However, in the realm of Boy Scouts, campfires occur often, and the boys are
expected to put on entertaining skits. Arndt recounts that: “Each week, campfires quickly
develop into evenings of joyous hilarity put on by the scouts themselves with the best skits and
songs becoming the talk of the camp for the rest of the week.”61 Often, in these skits boys go out
of their comfort zones again, but are in a safe environment. Just like Robert Baden Powell
performed to raise the spirits of people of Mafeking, scouts perform for one another to raise each
other’s spirits with clever, and not so clever skits.
Some unofficial methods, which are utilized by many Boy Scout instructors, are
incredibly effective at keeping students retained and differentiated. In talking to multiple
instructors from Camp Royaneh, a Boy Scout camp in Northern California and via my own
experiences, I have been able to observe teachers who captured the interests of the boys with war
stories and tales of their own hunting exploits, much like Baden Powell did when he founded the
institution. I have also observed the effective teaching of a gruff but lovable Marine Corps drill
instructor, explaining to scouts the importance of safety in the water, in a booming, no nonsense
60
Arndt, Stephen. "Cooking, Cleaning, Singing and Skitting." Online interview by author.March 20, 2015.
61
Arndt “Cooking, Cleaning”

21. 21
voice. I have seen boys captivatingly discussing specificities of history with an instructor little
more than a year older than them.
Anecdotal Evidence of Effective Teaching Methods at Camp Royaneh Boy Scout Camp
In my research I spoke with a variety of current and former staff members of Camp
Royaneh, a particular Boy Scout Camp in California. While the small number of experiences is
not enough to create a fully functioning case study, they do provide a great insight into the
differentiated experience of educating boys at camp, and illustrate the methods that are
particularly employed.
Jackie ‘Cougar’ Crow, a classroom teacher who began her career in education by running
the camp horsemanship program, a program she has run for 25 years, provided an interesting
insight into her educational techniques that have helped make her a beloved member of staff for
so long62. In my discussion with her, she empathized what she perceived as a greater simplicity
communicating with the male youth, commenting on the ease of getting them through mild
injuries by reminding them to ‘shake it off’. However, her most poignant observation was male
staff members “relate better to the boy scout youth because men teach boys to be men, kind of a
right of passage”63. This statement seems to hold intuitive value, as most people learn from
someone who they can actively look up to as a role model, someone that they model their
perception of their future self on.
Michael Wrenn, a former program director, remembered fondly for his jovial demeanor
and creative capacity to write incredible songs still sung by the staff today, offered more valuable
insight. A full time teacher himself, Wrenn’s perspective highlighted the value of the informal
relationships between staff members and scouts, the kinesthetic environment of camp, and the
62
The term that camp staff members use to refer to the time spent not at camp.
63
Crow, Jackie. "Corraling Wranglers and Scouts." Online interview by author. March 19, 2015.

22. 22
emphasis on duty and honor - things that he refers to as being traditionally associated with
masculinity. Wrenn explains the kinesthetic learning style stating: “Rocks are not looked at with
small classroom samples, they are viewed in their natural setting”64. He also states that this
works particularly well because many of these boys tend to be kinesthetic learners - learners who
are often left unengaged in the standardized classroom ideals of many public and even some
parochial schools.
Additionally, former Camp Director Jeff Howard explains specifically the value of the single
gender nature of the program, addressing the way that he has observed the behavior of the boys change in
the presence of girls. He explains that, in regards to scouting, “having mixed gender can become a
distraction to the experience especially for the age range that they are in. Instead of cooperation
to a common goal it can turn into competition for the others attention”65. This particular
phenomenon is one to which I can personally attest, as I remember the feelings of dread I had as
a skinny, 12 year old kid whenever I knew that girls were going to be around the group, because
I always remembered the other boys would start acting meaner toward me, no longer acting as
though we were all on the same team.
Conclusion
This paper has sought to show how single gender education has tremendous value and the
Boy Scouts provide a great example of the advantage and value of this. First, we examined the
nature of the nearly ideal way in which the Boy Scouting program educates young men is visible
in the vision of the founder, Robert Baden Powell, who sought to create a “school of the woods”
to educate and develop young men. Secondly, the science of single genders strongly supports the
64
Wrenn, Michael. "Single Gender Education Paradigms in Scouting." Online interview by author. March 22,,
2015.
65
Howard, Jeffery Miles “Effect of Coed Environments on Scouts” Online interview by author.March 19, 2015.

23. 23
value of single gender education. Third and finally, the Boy Scouting model as it exists today
publicly supports and utilizes the aforementioned techniques in an almost intuitive fashion.
The Scouting program provides a viable and educational program that allows young men
to develop independently in a supportive safe environment, tailored to their specific and different
needs. Moving forward, into the 21st century, this will likely become an even bigger issue.
Clearly the Boy Scouts provide a wonderful example of the potential advantages of single sex
schooling, with the immense level of differentiation and the incredible friendships that are often
created. The Boy Scouts provides perhaps the best example of a differentiated single gender
learning environment that helps students realize their potential in a safe way and its importance
in the 21st century is only growing.
Debates on atheism, homosexual leaders and any variety of issues with the Boy Scouts
are, at their core, distractions. The Boy Scouts fundamentally, are an organization designed to
help young men reach their potential in a safe way. Robert Baden Powell created the
organization for the boy, not to be a political device one way or the other. Robert Baden Powell
created an institution to help boys in a way that he uniquely, and ahead of his time, understood
would be vital in the modern era. If we lose site of this goal of scouting, and focus on political
agendas, we lose the beauty of the organization and how it helps young men, and in turn, society.

24. 24
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