Casebook

Kaylee Ward
Professor Porter
English 1201
13 April 2019
Working Bibliography
In my essay, I will attempt to analyze the benefits and risks of single sex education. I
would like to find out if it would be beneficial for everyone if we were to switch to exclusively
male and female classrooms. I plan to investigate some experiments that already documented to
see what they have found as well as teacher’s accounts of how boys and girls learn differently.
Carruthers, Heather. “Is Single-Sex Education Still Relevant Today?” Relocate Global, 24 Oct.
2018, www.relocatemagazine.com/articles/education-is-single-sex-education-still-
relevant-today.
Sex segregated school are very popular in the U.K., this source focuses mostly on girl’s
education. It discusses the fact that even though being separated may not be beneficial for
children socially, test and exam results prove that girls do benefit from single-sex education.
These statistics are what drive the support for this kind of education throughout the U.K. and are
why this source states that single-sex education will continue.
This article was written by Heather Carruthers, a CIM qualified digital marketer with
social media, project management and product management experience. In addition to this, she
has spent the past 8 years living overseas teaching in several international schools in places such
as Iceland and Barbados.

Chadwell, David. A Gendered Choice. Corwin, 2010.
This is a book focused on the single-sex classes and programs in public schools in the
United States. This source discusses how to go about implementing this kind of education in
schools through a series of steps. This resource also includes numerous vignettes and current
demographic data.
The author of the book, David Chadwell, is the coordinator for Single-Gender Initiatives
within the South Carolina Department of Education. He also is a consultant to principals across
the country as they work to create single-sex programs and train their teachers. He helped start
the first all-day middle school single-gender program in South Carolina in 2004.
Chadwell, David. “Single-Gender Classes Can Respond to the Needs of Boys and Girls.” ASCD
Express, 2018, www.ascd.org/ascd-express/vol5/512-newvoices.aspx.
This is another source written by David Chadwell that explains the benefits of single-sex
education. Chadwell encourages educators to embrace the differences in boys and girls learning
styles in both coed and separated education. He encourages Learning about gender differences to
help teachers of single-gender and coed classes meet the needs of students more effectively, but
stresses that in single-gender classes, building a community and implementing strategies could
be easier.
Hoyle, Antonia. “What Happened When a Primary School Went Gender-Neutral.” The
Telegraph, Telegraph Media Group, 15 Aug. 2017,
www.telegraph.co.uk/women/life/happened-primary-school-went-gender-neutral/.
This source is a study presented by BBC in which a class of 23 seven-year-old boys and
girls spent a term in a completely gender-neutral classroom, that removed all differences in the
ways that boys and girls are treated. This article focuses on the results of an experiment where
there are no boys and girls, there are just students. This source claims that it is nurture, not nature
that creates the learning differences in boys and girls, and if that is removed then they will learn
the same way.
“Integrating Gender Perspectives on Teaching and Subject Content at a Natural Science
University in Sweden.” International Journal of Gender, Science and Technology, no. 1,
2013, p. 52. EBSCOhost,
search.ebscohost.com/login.aspx?direct=true&db=edsswe&AN=edsswe.oai.DiVA.org.uu
.214303&site=eds-live.
This article discusses a research project done in Sweden that aimed to integrate gender
into teaching at a natural science university. This specific project focused on increasing
awareness of gender and norm critical perspectives on teaching in order to improve the study
environment. University teachers were the main target for this intervention. The experimenters
investigated the experiences of both professors and students’ experience with gender equality in
their education.
Stina Powell is a researcher at the Division of Environmental Communication, an
Adjunct Associate Professor, University of the Sunshine Coast, Faculty of Arts, Business and
Law, Sustainability Research Centre. She teaches gender, organizations and environment at Saint
Louis University.
“Single-Gender Classrooms.” PBS, Public Broadcasting Service, 19 Sept. 2016,
www.pbs.org/video/inside-education-single-gender-classrooms/.
This documentary by PBS follows a class of first grade boys and second grade boys. The
two classrooms have very different environments and teaching styles. Male classrooms are more
mobile and offer opportunity to fidget and move around, while the female classrooms focus more
on promoting self-confidence. The teachers use different strategies to accommodate the strengths
and weaknesses of both sexes.
“Teachers’ Perceptions of Gender Differences: What about Boys and Girls in the Classroom?”
International Journal of Learning, Teaching and Educational Research, no. 4, 2018, p. 28.
EBSCOhost, doi:10.26803/ijlter.17.4.2.
This source is a study done to how primary school teachers perceive differences in
behavior and learning styles between boys and girls in relation to their teaching and methods.
Even if most teachers try to be fair and provide equal learning opportunities for all students,
studies have pointed out that teachers generally have lower expectations of boys in school.
Teachers are crucial to student learning. Therefore, increasing the understanding of the
relationship between teachers expectations and boys’ performance in schools will enable an
understanding of what might have significant consequences for the students’ social and academic
outcomes
This academic article was written by Ingela Åhslund, who has written multiple articles on
the subject of single-sex education and is a professor at Mid Sweden University. I want to use
this source to explore the effect that teachers and teaching tactics have on both coed and single-
sex education.

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Kaylee Ward

why this source states that single-sex education will continue.

as Iceland and Barbados.

Express, 2018, www.ascd.org/ascd-express/vol5/512-newvoices.aspx.

Telegraph, Telegraph Media Group, 15 Aug. 2017,

the same way.

“Integrating Gender Perspectives on Teaching and Subject Content at a Natural Science

University in Sweden.” International Journal of Gender, Science and Technology, no. 1,

2013, p. 52. EBSCOhost,

Stina Powell is a researcher at the Division of Environmental Communication, an

“Single-Gender Classrooms.” PBS, Public Broadcasting Service, 19 Sept. 2016,

and weaknesses of both sexes.

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