It has also been pointed out that girls in such a setting are likely to pursue higher interests and besides, they share common activities that support their performance (Halpern et al, 2011). Over time, there are nontraditional subjects from which girls have shied but in a single-gender educational setting, the idea of certain subjects being manly is shelled altogether. Girls are therefore likely to do well in subjects such as mathematics where boys have always outshined them.
In favour of the coeducational setting, it is important to note that the working environment does not afford a setting where employers favour a particular gender only. Besides, there is no provision over which these students will start interacting as they get down to work (Sax, 2016). As such, students from a single-gender educational setting will have a difficult transitional period as they try adjusting to life with peers of the opposite sex (Sax, 2016). Inasmuch as single-gender education promotes academic success, therefore, it creates a poorly adjusted workforce.
Boys and girls have different brain configurations, disparities that are genetically programmed right from conception. They also bear different learning styles, most of which arise from the biological differences between the two sexes.
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