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Ħarġa numru 7 – Novembru 2014 Maħruġa mis-sezzjoni MUT Youth tal-Malta Union of Teachers – kuntatt: [email protected] – www.mut.org.mt
MUT Youth e-newsletter
What does research suggest about different school sex compositions? Eric Zahra – [email protected]
Introduction
Researchers around the globe have tried to identify the ‘best’ school setting, comparing coeducational with single sex contexts (Dale, 1969). This article will look at literature about the issue, segmented across three different headings: social, academic and tone.
Social
There seems to be a general agreement that school sex composition influences the formation of gender identities (Hamdan, 2010). Sanderson and Oundle suggested that schools “should [be] a miniature copy of the world as we would love to have it” (1928 in Dale, 1969:xi). Coeducational schools can be considered to be a closer representation of society (Carpenter & Hayden, 1987), better preparing youth for social integration and cross gender interactions (Dale, 1969, 1971, 1974; Carpenter & Hayden, 1987; Gill, 2004; Robinson & Smithers, 2006; Halpern et al., 2011; Dalli, 2013). It is argued that education fails to train for life unless it prepares children for a community formed by both sexes (Dale, 1974; Gill, 2004; Halpern et al., 2011).
Single sex education could perceive men and women as having different needs, leading to expectations based on gender norms and the reproduction of existent gender roles (OECD, 2010). Therefore, the OECD (2010) deems a gender neutral perspective, which focuses on the differences between individuals, to be more appropriate.
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“Although, when it comes to academic achievement, research is inclined
towards single sex settings, for tone and social matters, research tends to
support coeducational settings.”
Agħfas fuq l-indirizzi biex tidħol fil-paġni tal-MUT:
https://www.facebook.com/groups/mutgroup/
https://twitter.com/MaltaMUT
http://www.youtube.com/MUTcampaigns
http://edcommut.blogspot.com/
Daħla Gilbert Zahra, Ċerpersin MUT Youth Section
Din hi l-ewwel kitba tiegħi fl-irwol ta’ Ċerpersin tal-MUT Youth Committee wara li ġejt ssuġġerit, nominat u approvat minn sħabi. Nirringrazzja mill-qalb lil kull min emmen li jien kapaċi mmexxi dan il-kumitat biex ikun ta’ servizz u kontribut għall-għalliema.
L-irwol tal-għalliema jinagħta ħafna titoli, fosthom xogħol, professjoni u vokazzjoni. Oħrajn jistaqsu jekk persuna tiwilidx għalliema jew ssirx għalliema permezz ta’ taħriġ. Jiena nemmen li l-irwol tagħna hu wisq wiesgħa biex jaqa’ f’waħda minn dawn il-kaxex. Irwol l-għalliem hu taħlita ta’ dan kollu t’hawn fuq, u iżjed. Hu rwol dinamiku li jinvolvi ħafna ħsieb, preparazzjoni, u taħriġ kontinwu li żgur ma jseħħx li kieku m’hemmx l-imħabba lejn dak li nagħmlu u t-twemmin li xogħlna kapaċi jagħmel differenza.
Wieħed mill-metodi li bihom nirriflettu fuq xogħlna u niżviluppaw għodod ġodda hu l-komunikazzjoni. Komunikazzjoni li tista’ ssir bejn għalliema u studenti, bejn għalliema u professjonisti oħrajn, u bejnietna stess. Komunikazzjoni li trid tkun orizzontali. Permezz ta’ din l-enewsletter, jiena flimkien ma sħabi ser inkunu qegħdin naspiraw li ngħinu f’dan l-ambitu billi noffru spazju biex persuni li jinteressahom mill-edukazzjoni ikunu qegħdin ixerrdu ħsibijiethom. Dan jgħin sabiex aħna lkoll inkunu edukaturi li kapaċi jgħallmu u jitgħallmu.
Lenti fuq…
Minn Dirk Muscat. Intervista qasira lill-karattri varji fejn din id-darba, li hija l-ewwel darba, se nitfa’ l-lenti tiegħi fuq żewġ membri tal-MUT Youth Section. Darb’oħra jmiss lilek!
Gilbert Zahra (26 sena, Ċerpersin tal-MUT Youth Section)
Kemm ilek u fejn tgħallem? Kif ukoll, x’suġġetti tgħallem?
Din hi l-ħames sena tiegħi ngħallem, u r-raba' waħda fil-Kullegg San Albert il-Kbir, il-Belt Valletta, fejn ngħallem Kimika, Fiżika u Xjenza. Jien ukoll H&S teacher u minn din is-sena bdejt nieħu ħsieb is-CCP Science and Technology.
Kif tqatta’ il-ħin liberu tieghek?
Passatempi hemm ħafna: Nagħmel l-inbid; inħobb niskopri postijiet ġodda fin-natura (għerien, bajjiet, widien); scuba diving; inkanta f'band (Cyberia); u nqis l-istudju u t-tagħlim bħala passatemp ukoll. Fil-fatt bħalissa qed inlesti l-aħħar ftit ta' MA in Euro-Mediterranean Comparative Educational Research.
(Continues on page 3)
(Continued...) What does research suggest about different school sex compositions?
Single sex schooling is said to reduce males’ higher rating of their attitude in mathematics and science, and females’ in English (Spielhofer et al., 2002; Mael et al., 2005; Sullivan, 2009). Others argue that single sex education increases the effects of gender stereotyping while coeducational schools offer a better environment to minimise such stereotypes (McCollum, 2004; Lewin, 2011; Halpern et al., 2011; Chi Cantalupo, 2011; Dalli, 2013).
Mael (1998:104) suggested that single sex schools have a more serious and studious atmosphere while a coeducational setting is portrayed as a “jungle of dating and social manoeuvre”.
Educational
Single sex schools can create an environment in which teachers are better able to cater for different learning styles (McCollum, 2004; Ferguson, Gibb & Horwood, 2008). Spielhofer et al. (2002) conclude that girls in single sex schools achieve better academic results than girls in mixed schools. However, other researchers only reported an improvement of females’ achievement in mathematics (Sharpe, 2000; Bradley, 2010) and reading performance (Bradley, 2010). Mael et al. (2005) analysed nine studies; six reported results supporting single sex schooling; two found null results; and one reported results supporting coeducation.
The presence of boys in the classroom has been identified as having a negative effect on the girls’ academic engagement and achievement (Dale, 1969; Carpenter & Hayden, 1987; Spielhofer et al., 2002; Brutsaert & Houtte, 2002; Smyth, 2010; Bradley, 2010) due to boys’ dominant presence in the classroom (Spielhofer et al., 2002; Robinson & Smithers, 2006; BBC News, 2005; Smyth, 2010; EACEA P9 Eurydice, 2010; Sharpe, 2000). Single sex schools have been exposed as better concentrating on academic matters and optimisation of learning (LePore & Warren, 1997; Spielhofer et al., 2002; Mael et al., 2005; Hamdan, 2010; Bradley, 2010; EACEA P9 Eurydice, 2010; Ramazani & Bonyadi, 2012).
Research suggests boys in single sex groups perform better than their counterparts in mixed settings (Spielhofer et al., 2002; Laster, 2004). On the other hand, Dale (1974) found the opposite to be true. Women are believed to have a positive influence on boys, thus improving their overall attainment (Dale, 1969).
Other researchers contend that school sex composition has little or no effect on academic achievement (Dale, 1969; Carpenter & Hayden, 1987; Spielhofer et al., 2002; Gill, 2004; Robinson & Smithers, 2006; EACEA P9 Eurydice, 2010; Eurydice at NFER, 2010; Bradley, 2010; Lewin, 2011; Halpern et al., 2011). There are other factors which are more important than this (Dale, 1971; Sharpe, 2000; Spielhofer et al., 2002; Smyth, 2010; Eurydice at NFER, 2010), like school ethos and academic culture (Eurydice at NFER, 2010) and social class (Ball, 2011).
Tone (Discipline & Atmosphere)
Across OECD countries, parents, concerned with their children’s safety, are reporting coeducational schools as problematic (OECD, 2010). However, the presence of girls in coeducational schools improves boys’ appearance, conduct and discipline (Dale, 1971). Coeducational schools have happier social environments with lower anxiety rates amongst students and teachers (Dale, 1974; Mael et al., 2005). Adults who attended coeducational schools tend to choose this setting for their children, while the same is less true for those who attended single sex schools (Robinson & Smithers, 2006).
Conclusion
Although, when it comes to academic achievement, research is inclined towards single sex settings, for tone and social matters, research tends to support coeducational settings. Thus, I think that it is very difficult to identify the ‘best’ school setting since there is no agreement what ‘best’ is: While Barrow (2007) classifies academic attainment as the utmost role of schools, Dale (1974) argues that good character, tight attitudes and healthy emotional development are of higher value. Separating or mixing the sexes, although an important consideration, is not the most important variation since schooling involves complex interactions across several intersecting variables (Dale, 1971; Sharpe, 2000; Robinson & Smithers, 2006).
References
Austrian Eurydice Unit. (2009). Gender Differences in Educational Outcomes: A Study on the Measures Taken and the Current Situation in Europe Austria. Brussels: EACEA P9 Eurydice. Retrieved from http://www.bmukk.gv.at/medienpool/21051/eurydice.pdf
Ball, S. J. (2011). The Education Debate. Great Britain: The Policy Press.
Barrow, R. (2007). Common schooling and the need for distinction. Journal of Philosophy of Education, 41(4), 559-573. doi: 10.1111/j.1467-9752.2007.00582.x
Bradley, K. (2010). The Impact of Single-Sex Education on the Performance of First and Second Grade PUBLIC School Students. Retrieved from http://coefaculty.valdosta.edu/lschmert/gera/volume-7/article%20revised-2009-article084format.pdf
Brutsaert, H. & Houtte, V. M. (2002). Girls' and boys' sense of belonging in single-sex versus co-educational schools. Research in Education, 68, 48-56.
Carpenter, P. & Hayden, M. (1987). Girls' Academic Achievements: Single-Sex Versus Coeducational Schools in Australia. Sociology of Education, 60(3), 156-167.
Chi Cantalupo, N. (2011). Comparing Single Sex and Reformed Coeducation: A Constitutional Analysis. San Diego Law Review, 49, 725-789.
Dale, R., R. (1969). Mixed or single-sex school? Volume I: A research study in pupil-teacher relationships. London, UK: Routledge & Kegan Paul.
Dale, R., R. (1971). Mixed or single-sex school? Volume II: Some Social Aspects. London, UK: Routledge & Kegan Paul.
Dale, R., R. (1974). Mixed or single-sex school? Volume III: Attainment, Attitudes and Overview. London, UK: Routledge & Kegan Paul.
Dalli, M. (2013a, April 20). Government's first co-ed secondary school next scholastic year. Malta Today. Retrieved from http://www.maltatoday.com.mt/news/national/26208/government-to-set-up-first-co-ed-state-school-next-scholastic-year-20130420#.U07VPxJOgVA
EACEA P9 Eurydice. (2010). Gender Differences in Educational Outcomes: Study on the Measures Taken and the Current Situation in Europe. Brussels: EACEA P9 Eurydice. DOI 10.2797/3598
Eurydice at NFER. (2010). Gender Differences in Educational Outcomes: England. Brussels: EACEA P9 Eurydice. Retrieved from https://www.nfer.ac.uk/shadomx/apps/fms/fmsdownload.cfm?file_uuid=67EB886D-C29E-AD4D-00A3-6752B523AE2E&siteName=nfer
Eurydice at NFER. (2010). Gender Differences in Educational Outcomes: Northern Ireland. Brussels: EACEA P9 Eurydice. Retrieved from http://www.nfer.ac.uk/shadomx/apps/fms/fmsdownload.cfm?file_uuid=67EC4A47-C29E-AD4D-0951-929D18208DF5&siteName=nfer
Eurydice at NFER. (2010). Gender Differences in Educational Outcomes: Wales. Brussels: EACEA P9 Eurydice. Retrieved from http://www.nfer.ac.uk/shadomx/apps/fms/fmsdownload.cfm?file_uuid=67ECB1AC-C29E-AD4D-065B-0436CBD103C1&siteName=nfer
Ferguson, D., Gibb, S., Horwood, J. (2008). Effects of single-sex and coeducational schooling on the gender gap in educational achievement. Australian Journal of Education, 52(3), 301-317.
Gill, J. (2004). Beyond the Great Divide. Single sex or coeducation? Australian Educational Research, 148-151. ISBN 0868406147
Halpern, F. D., Eliot, L., Bigler, S. R., Fabes, R. A., Hanish, L. D., Hyde, J., Liben, L. S., Martin, C. L. (2011). The Pseudoscience of Single-Sex Schooling. Science Magazine, VOL 333, 1706-1707.
Hamdan, A. (2010). Single-sex or Co-educational Learning Experiences: Views and Reflections of Canadian Muslim Women. Journal of Muslim Minority Affairs, 30(3), 375-390. doi: 10.1080/13602004.2010.515820
Laster, C. (2004). Why we must try same-sex instruction. Education Digest, 70(1), 59-62.
LePore, P. & Warren, J. (1997). A Comparison of Single-Sex and Coeducational Catholic Secondary Schooling: Evidence from the National Educational Longitudinal Study of 1988. American Educational Research Journal, 34(3), 485-511.
Lewin, T. Single-Sex Education Is Assailed in Report, N.Y. TIMES (Sept. 22, 2011), Retrieved from: http://www.nytimes.com/2011/09/23/education/23single.html
Mael, F. (1998). Single-Sex and Coeducational Schooling: Relationships to Socioemotional and Academic Development. Review of Educational Research, 68(2), 101-129.
Mael, F., Alonso, A., Gibson, D., Rogers, K., & Smith, M. (2005). Single-sex versus coeducational schooling: a systematic review. U.S. Department of Education. Office of Planning, Evaluation and Policy Development. Policy and Program Studies Service. Retrieved from http://www.ed.gov/about/offices/list/opepd/reports.html.
Marsh, M. H., Marsh, M., Owens, L., & Smith, D. I. (1988). The Transition from Single-Sex to Coeducational High Schools: Effects on Multiple Dimensions of Self-Concept and on Academic Achievement. American Educational Research Journal, 25(2), 237-269.
McCollum, S. (2004). Single-sex schools: Solution or Setback? Literary Cavalcade, 57(2), 18-19.
OECD. (2010). A gender perspective on educational facilities. OECD Publishing.
Ramazani, M. & Bonyadi, A. R. (2012). Does Class Composition (Single-Sex Vs. Coed) Affect Iranian Technical and Vocational College Students’ English Achievement? Australian Journal of Basic and Applied Sciences, 6(10), 93-99. ISSN 1991-8178.
Robinson, P., & Smithers, A. (2006). The Paradox of Single Sex and Co-Educational Schooling. University of Buckingham, Buckingham, UK: Carmichael Press.
Separate class needed for boys (2005, May 29). BBC News. Retrieved from http://news.bbc.co.uk/2/hi/uk_news/england/cambridgeshire/4591653.stm
Sharpe, W. (2000). Single-Gender Classes: Are They Better? Retrieved from http://www.educationworld.com/a_curr/curr215.shtml
Spielhofer, T., O’Donnell, L., Benton, T., Schagen, S., & Schagen, I. (2002). The impact of school size and single-sex education on performance. Local Government Association Report 33. Berkshire, U.K.: National Foundation for Educational Research.
Sullivan, A. (2009). Academic self-concept, gender and single-sex schooling. British educational research journal, 35(2), 259-288.
(Continued...) Lenti fuq...
Liema kienu l-affarjiet li ħajruk issir għalliem?
Bħala student ma kontx immur tajjeb mal-iskola inġenerali. L-iskola kienet, kif jgħid Bourdieu, vjolenti b'mod simboliku - Jitfgħuk bil-qiegħda waħdek; jgħidulek kif tilbes; kif iġġib ruħek; jġiegħluk tibla' l-għerf ta' ħaddiehor, bla ebda kunsiderazzjoni għal dak li ġġor miegħek int, bħala ndividwu, għerf li għalik huwa rrelevanti għal ħajtek. Dak iż-żmien, qatt ma kont nimmaġina lili bħala għalliem. L-affarijiet inbidlu. Indunajt li l-mod kif tista' ttejjeb xi ħaġa hu minn ġo qalbha. Għalija t-tagħlim hu missjoni. Dejjem żammejt f'moħħi l-kuntest li ġej minnu u ppruvajt kemm stajt nagħraf l-individwu f'kull student. Mhux qed ngħid li biddilt sistema, iżda nipprova kemm jista' jkun nħalli effett pożittiv fuq it-tfal, niddiskuti magħhom, nisma', nurihom li jinteressani minn kull wieħed, u neċita sens kritiku.
X'tixtieq tara fil-futur qarib fil-professjoni edukattiva?
Nixtieq li ħadd ma jinsa li wara n-numri hemm individwi li huma wisq kumplessi biex jiġu rappreżentati b'numri. Nixtieq li s-sistema edukattiva teduka lil kulħadd, mhux bl-unika għan li dawn il-persuni jsibu mpjieg, iżda bl-għan li dawn in-nies jiskopru l-gost tat-tagħlim, li jwassal sabiex wieħed ikun kritiku ta' dak li jiġri u jimmaġina u joffri alternattiva. Nixtieq edukazzjoni li, minflok tindottrina, tillibera.
Sandra Gauci (35 sena, Segretarja tal-MUT Youth Section)
Kemm ilek u fejn tgħallem? Kif ukoll, x’suġġett tgħallem?
Ili ngħallem mil-2002 u bħalissa qed ngħallem it-Taljan fl-iskola nazzjonali ta’ l-isport li qiegħda ġewwa Pembroke.
Kif tqatta il-ħin liberu tieghek?
Mill-ftit ħin li jifdalli, nagħmel il-cross stitch u nimmudella. Inħobb ulkoll immur il-gym.
Liema kienu l-affarjiet li ħajruk issir għalliema?
Jien minn dejjem kont inħobb il-lingwa Taljana u minħabba f’hekk tħajjart insir għalliema. Xtaqt inxerred din l-istess imħabba kbira li għandi lejn din il-lingwa lil nies oħra u b’hekk, ma kellix għażla oħra ħlief li nsir għalliema.
X'tixtieq tara fil-futur qarib fil-professjoni edukattiva?
Iktar apprezzament tax-xogħol li nagħmlu bħala għalliema. Inħoss li fejn professjonijiet oħra ġew glorifikati - mhux għax naqbel jew ma naqbilx li sar hekk - aħna l-għalliema u it-teaching grades kollha niġu ibbuljati kontinwament mis-socjeta’ billi, fost ħafna attakki, jibbanalizzaw vokazzjoni bħal tagħna billi jsemmulna l-vaganzi. Ħadd ma jsemmilek kemm tkun ilek tipprepara wara l-ħin tax-xogħol u waqt l-imsejħin vaganzi.
