3. • More gray matter- activity stays in one area
• “A boy's brain "shuts off" (enters a rest state)
more times per day than a girl's brain tends to
do” (Gurian)
• More neural centers- better focus
• Less active Hippocampus- worse memory
• “Systemizing tendencies- the drive to analyze,
explore, and construct a system” (Kanazawa)
4. • Different sized parts of the brain
• More white matter (Edmunds)
• Activity in more than one area
• “Empathizing Tendencies- drive to identify
another person’s emotions and thoughts, and to
respond to them with an appropriate emotion”
(Kanazawa)
5.
6. • prefer to work alone
• often disrupt class when they become bored
and act out instead of working
• sometimes lose focus when they become upset
• tend to have messy handwriting and
disorganized work
• need space to move around in and to work
(“Boys”)
7. • perform well in groups
• find things to work on between assignments
• good at listening
• focus on more than one thing at a time
• tend to have neater handwriting (“Boys”)
8. • Pros-
• able to pursue interests without peer pressure
• “more diverse role models of their own gender”
(“Advantages”)
• Cons-
• not enough time with the opposite gender
• real life is co-ed (Danish)
9. • “Title IX of the Education Amendments of
1972 reads in part, "No person in the
United States shall, on the basis of sex, be
excluded from participation in, be denied
the benefits of, or be subjected to
discrimination under any education program
or activity receiving Federal assistance.”
(“Legal”)
10. No Child Left Behind Act- passed
in January 2002
Regulations made in October
2005- state schools have to give a
valid reason for wanting single-sex
classrooms, they must have a co-ed
class of the same subject, and
they have a review every two years
to see if the single-sex classroom
is still necessary for the school.
11. • study done at Stetson University in Deland,
Florida at Woodward Avenue Elementary
School (“Single-Sex”)
• assigned the students of the fourth grade
class to either a same gender or a co-ed class,
with each class having the same number of
students- everything else was the same
• results of the FCAT:
• Co-ed: Boys- 37% Girls- 59%
• Same gender: Boys- 86% Girls- 75%
12. • study done at Thurgood Marshall Elementary
School in Seattle, Washington in 2000 (“Single-
Sex”)
• principal changed school from co-ed classrooms
to same gender classrooms to help discipline
problems
• decreased discipline after change
• increase in test scores
14. • “Advantages for Girls.” National Association for Single-Sex Public Education.
Web. 1 May 2012.
• “Boys and Girls Have Different Learning Styles.” EduGuide. Web. 30 April 2012.
• “Brain.” National Geographic. Web. 24 April 2012.
• Danish, Elizabeth. “Pros and Cons of Single Sex Schools.” HealthGuidance. Web.
1 May 2012.
• Edmunds, Molly. “Do men and women have different brains?” Discovery Fit and
Health. Web. 29 April 2012.
• Gurian, Michael. “Brain Differences Between Boys And Girls.” Education.com.
Web. 24 April 2012.
• Kanazawa, Satoshi. “Male brain vs. female brain I: Why do men try to figure out
their relationships? Why do women talk to their cars?” The Scientific
Fundamentalist. Psychology Today. 16 March 2008. Web. 29 April 2012.
• “Legal Status of Single-Sex Education.” National Association for Single-Sex
Public Education. Web. 9 May 2012.
• “Single-Sex vs. Coed: The Evidence.” National Association for Single-Sex Public
Education. Web. 1 May 2012.
