Saving our boys

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Saving our boys

  1. 1. Gender Specific Classrooms<br />By Jennifer Glick<br />Saving Our Boys<br />
  2. 2. Statistics<br />Boys make up just 30% of high school valedictorians. <br />Boys make up only 40% percent of college students.<br />Since 1982 women have received more college degrees.<br />(Perry,2009)<br />
  3. 3. Problem<br />
  4. 4. Problem Statement<br />The educational gender gap is widening among our students, causing our boys to lose out on furthering education.<br />
  5. 5. Research<br />
  6. 6. Research Purpose<br />The goal of this research is to determine if same gender classrooms will help decrease the gender gap in education. <br />Photo retrieved from http://www.ieet.org/<br />
  7. 7. Significance of the study<br />The National Association of Single-Sex Public Education (NASSPE) boast benefits for both boys and girls in single sex education.<br />Schools across the US boast improved ELA scores. <br />Example<br />Edisto Elementary School <br />Public schools can use gender specific classrooms to better teach to students’ learning styles<br />“…there are significant differences in the ways girls and boys learn…” (NASSPE)<br />
  8. 8. The Debate: (Claims made in research)<br />Pros<br />Cons<br />Breaks down content area stereotypes<br />Minimizes distractions during the learning process<br />Allows teachers to teach gender-specific learning styles<br />May cause students to believe they aren’t equals<br />Males/Females don’t work well together once out of school <br />Backwards movement in education<br />
  9. 9. Conclusions<br />
  10. 10. Conclusion<br />Single gender classrooms may, in fact, help close the gender gap.<br />“In one three-year pilot project in Florida, boys in a coed class scored 37 percent on the state standardized test, while those in a boys-only class scored 85 percent.”(Newsweek, 2010)<br />
  11. 11. Conclusion<br />Use same gender classrooms to help with integration of genders.<br />Educational environments would be same gender.<br />Non-educational would be coeducational<br />Specials, lunch, recess<br />“In some cases, the only coed activities are lunch and one or two electives,…”(NASSPE)<br />
  12. 12. Conclusion<br />Same gender classrooms will break down content area stereotypes.<br />Often times it is viewed as “uncool” for a boy to like school.<br />Boys typically struggle in areas of reading and language arts.<br />Boys typically excel in mathematics and sciences.<br />
  13. 13. Conclusion<br />In order for same gender classrooms to work, teachers must be properly trained.<br />“But those schools did much more than simply put girls in one room and boys in another…they received gender-specific training.” (NASSPE)<br /> This photo was taken from http://www.thetandd.com<br />
  14. 14. References<br />
  15. 15. Bibliography<br />Ellison, J. (2010, June 22). The new segregation debate. Newsweek. Retrieved from www.newsweek.com<br />Linder-Altman, D. (2010, December 12). Single-gender classes work, teachers and parents say. The Times and Democrat. Retrieved from www.thetandd.com<br />National Association of Single Sex Public Schools. (n.d).  Single sex education. Retrieved from http://www.singlesexschools.org/home.php<br />Perry, M. (2009, June 2). Women now dominate higher education at every degree level; The female-male degree gap grows [Web log message]. Retrieved from http://mjperry.blogspot.com<br />Weil, E.  (2008, March 2). Teaching girls and boys separately. The New York Times Magazine. Retrieved from  http://www.nytimes.com/pages/magazine/index.html<br />

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