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In this assignment, you will explore socially derived gender norms and the role they play in
primary education environments.
Assume that a friend is thinking about sending her six-year- old daughter to an all-girls' school.
She has asked for your opinion on whether all-girls' schools are better for girls in terms of
fostering achievement and self-esteem.
Using the module readings, online library resources, and the Internet, research sex-segregated
Based on your research, respond to the following:
What are your personal views on having sex-segregated education? What do you base
these opinions on (personal experience, research, opinions of others, or media reports)?
What, according to scientific literature, are the biological, cultural, or social reasons for
or against sex-segregated education? Is there evidence to suggest that there may be
academic areas where sex-segregated education for girls or boys is beneficial?
Would sex-segregated education affect self-confidence and self-esteem in students and
impact success in work, school, or the social environment?
Would you recommend that your friend send her daughter to an all-girls’ school?
Please note that your responses should represent both girls and boys with regard to your overall
assessment of sex-segregated instruction.
Give reasons and examples from research in support of your assertions. Be sure to integrate
research and personal views in your response.
Write your initial response in 300–400 words. Apply APA standards to citation of sources.
My personal view is that sex-segregated education is not good for boys and girls. There is no
evidence or research that suggests firmly that sex-segregated education has proved useful in
improving the academic performance of boys or girls. On the other hand, there is definitely some
kind of research work that provides evidence to prove that sex segregation can increase issues
such as gender stereotyping and also it can legitimize institutional sexism, which is against the
American culture (Halpern et al, 2011).
The scientific literature has many biological, cultural, and social reasons for and against sex-
segregated education. The biological reasons given are that men and women do not have the
same brain structure and they have physiological differences (Epstein, 1997). It is true that men
and women have physiological differences, but the brain structure theory has started to weaken
now. Research studies show that memory, musical talent, creativity, and nonverbal
communication do not have any significant gender differences (Module Reading Material-
Historical Influences on Traditional Gender Norms). The social and cultural reasons given are
based on the psychological differences between men and women and the benefits of all-female,
or all-male environment. A few more reasons given are about the discrimination women may
face in the mixed –sex institutions and the sexual attraction between them (Epstein, 1997).