Such a framework was an outcome of inherent societal structure which was largely patriarchal in nature, were the expectations, oportunities and attitudes towards education of girls varied largely from that of boys. Boys were believed to be more in need of a formalized education since they were naturally assumed to head their families and hence take up more important jobs which required professional training, wile girls on the other hand, wre assumed to take up family responsibilities and take care of their domestic lives, hnce were offered courses practical skills and subjects which could be implemented in real life.
Tus both boys and girls were educated separately, o account of the wide differences in the structure of educational courses required by them (Cohen, 2000). Te change in socio-cultural environments have brought about significant transformations with regard to the opportunities available for both male as well as female students and hence played a major role in revolutionizing their educational experiences (Bracey, 2007). During the early 20th century, te country witnessed a shift from the highly conventional educational framework of single-sex education to a new model of education – i.
c-educational setting, wich was not only palpable but also inevitable, gven the large scale socio-cultural transformations in the American society. Te rationale, fom the male perspective, bhind such a shift was to control and manage the supposedly disorderly behavior of the male students by including female students in the classrooms; wile from the female perspective, i was believed that the girls required a just and an equitable educational setting which can prepare them for the ‘real world’ of homes (Bracey, 2006), snce the turn of the century had witnessed the emergence of the working class females.
Other researchers such as Riordan (2002) believed that educating both the genders in a common setting i. tgether in one classroom, ws an economically viable alternative, wich was needed during the beginning of the twentieth century. O the other hand, rsearchers in support of the single-sex education had a completely different perspective. Chen (2000) stated that until the 1950s – 60s, te male students received highly differentiated treatment as to their counterparts, i terms of better educational facilities, pograms as well as opportunities for learning and. ..
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