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Lecture 8

SOCB26H3 Lecture Notes - Lecture 8: Leonard Sax, Blue Brain Project, Art Music


Department
Sociology
Course Code
SOCB26H3
Professor
Julian Tanner
Lecture
8

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SOCB26- March. 13. 2012
Lecture 8
VIDEO
- Girls get lost, boys are more prominent (talk louder, impatient and participate more) in co-ed
schools, holding the theory that boys are born leaders
- Western high is one of the last all girl schools. Today, schools are favoured to be mixed
- Publicity that boys get more teacher attention, even though girls get higher grades b/c boys
raise their hands first. Teachers shd wait 5- 10 seconds to give everyone an equal opportunity
- Even at a pre-school age boys are more eager to voice their opinions b/c they don’t care if it’s
wrong, they raise their hand even without knowing the answer just to get attention. Teachers
must implement rules to restrict the distracting actions of typical boys (wiggling+ squiggling) to
ensure equal opportunity.
- Silence ghetto: isolated from class, reluctance to speak up/ get used to not raising their hands
- Physical changes are much more impactful on girls, Males learn better in a competitive
environment, No evidence that it could be detrimental to go to an all-girl school
Why might girls benefit from all- girl schooling?
1. Female schools tend to hire more females and then act as role models/ mentors
2. Boost confidence and self-esteem
3. Girls get undivided attention from teachers
4. No academic underperformance by girls, prevent embarrassment
5. No boys are able to dominate group projects or for teachers to attach greater expectations
6. No teasing/ sexual harassment issues
7. Females are typically romantically distracted by male students i.e. thinking about Jbieb’s
8. Transition from childhood to adulthood, you’re able to screen out distractions of social and
sexual development and fully concentrate on education
However, the usual comparison (particularly in the US) is between single sex PRIVATE schools
and co-ed PUBLIC schools. But these studies failed to control for the prior attainment levels and
social backgrounds of girls entering single sex schools.
1. Ability
2. Income of parents who can afford private education tend to come from high status
backgrounds
Study in Wales, England (Bell, 1989): comparison of how well boys and girls performed in
science subjects in co-ed and single sex schools
Found that both boys and girls did better in single sex schools than in co ed schools
Study in New Zealand
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