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Boisterous Boys and Good Girls Until relatively recently in the history of organized education, females were not allowed into the male realm of the classroom. It
and guarded it against the raids of the other boys. The girls stood aside, talking among themselves, looking over their shoulders at the boys. and the very small
to gather together quietly far a while before they broke into boisterous play." Jackson followed up the playful gathering and describes how the boys scramble around
A very Tomring or Rampscuttle she was , and delighted and sported only in Boys Play and Pastime, not minding or companying with the Girls; many a Bang and Blow this
of gender-appropriate behavior" (p. 138), remaining neutral on the question of which social forces were responsible for enforcing these notions. Kagan (1984 ; Kagan,
Submitted by em2471 on April 27, 2008
Category: Social Issues
Words: 1900 | Pages: 8
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Until relatively recently in the history of organized education,
females were not allowed into the male realm of the classroom. It is ironic that in the present day, researchers are finding that curriculums are satisfying the needs of girls more so than their sexual counterparts. In fact, the general lopsided performance of students in coeducational schools has raised the question: Would it be more beneficial to teach girls separate from boys? Elizabeth Weil examines each side of this developing debate in her publication "Teaching Boys and Girls Separately," describing the supporting and disproving data found through testing the segregation theories and how the future appears for such programs. The collective argument she presents tends to support the idea of single-sex schools, as the evidence used in favor of segregation is, personally, more convincing. The innate mental and behavioral nuances between boys and girls suggest that the two genders should be split in educational settings and taught using methods customized to the learning patterns of each, resulting in better academic preparation and a more socially stable environment.
Despite introducing statistics and opinions opposing single-sex education, the structure of Weil's article implies that she is in favor of school districts opening their minds to the idea of segregating classrooms. She begins the body of her argument by clearly defining the two main defenses of gender separation: girls and boys are "essentially different," yet they also have "different social experiences and social needs" (Weil 3). The first assertion is supported through deductive reasoning by interviewing Dr. Leonard Sax, a physician who "threw himself into studying neurological differences between males and females" and other scientists well-versed in children's neurology (Weil 5). She gathers logical appeal by outlining Sax's credentials, then presenting his findings with regards to the functional needs of boys and...
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