Does Gender-Segregation in Classroom Lower Second Language Acquisition?

For decades, proponents of gender-segregation in classrooms have argued that separation of children by gender fosters a successful learning atmosphere. However, recent studies have shown that segregating classrooms by gender impacts student learning negatively.

The negative effects of separate classrooms are apparent in linguistics especially, where girls tend to develop strong academic abilities earlier than boys. Establishing gender-segregated classrooms denies boys and girls the opportunity to learn from each other, and reinforces the long-ago debunked idea that "separate but equal" is effective in institutions of learning.

Research conducted at Tel Aviv University suggests that girls help foster a stronger learning atmosphere in classrooms, and that both boys and girls benefit from being in mixed gender classes. The study found that test scores were higher overall in many areas, including reading comprehension, science and math, when boys and girls were in mixed classes. Test scores increased for both genders, and a high ratio of girls was linked to enhanced learning.

This data is supported by older education studies, which found that girls tend to excel in language arts as young children, while boys consistently develop later. This difference is true of children in many countries, and from many different linguistic backgrounds—not just in English-speaking high-income families with parents who can afford the cost of further education, be this at home, sending their children abroad or even via a distance learning program such as an online PhD education.

Whether the disparities in language acquisition are based in the brain or in upbringing, marked differences do exist between boys and girls, especially in elementary school classrooms. Listening to their female peers speak and interacting with them during classroom and playground activities helps boys to develop stronger language arts skills.

Schools who have attempted to institute gender-segregated classrooms have often seen an overall decrease in test scores, which shows that gender-segregation in schools is not effective for either boys or girls.

Another chief drawback of segregated classrooms is that they do not allow children to share their knowledge and experience with each other, but rather perpetuate gender-based cultural disparities. Learning how to interact with different people is seen as a key goal of education, especially in early childhood. Children who are deprived of the chance to interact with peers of different genders may have trouble relating to or communicating with individuals of the opposite gender later in life.

Many psychologists who focus on child and adolescent development have voiced concern that gender-segregated classrooms impact the social skills of students well into adulthood. They perpetuate unfounded stereotypes about how men and women are different, and contribute to gender-based prejudice.

The effects of gender-segregated teaching can have an impact on older students as well. Decreases in test scores occur in single-gender classrooms in both middle and high school, and grade point averages in general fall. This decrease in GPA can adversely affect students as they apply for college and scholarship opportunities. Depriving students of their best chances to enter excellent colleges and secure funding does them a disservice. The goal of public education should be to prepare individuals for successful careers and successful relationships, both of which are harmed by gender segregation.

Many of the ideas that proponents of gender-segregated classrooms have introduced into public discourse are nothing but old prejudices in new forms. These individuals argue that boys and girls are inherently different, and that they should thus be separated in classrooms. They argue that boys are more aggressive than girls, and that girls can only learn in cooperative environments. As the American Civil Liberties Union has noted in lawsuits against school districts with sex-segregated classrooms, none of these beliefs have been substantiated by science.

• But what do you think - should boys and girls be separated? Why or why not?

•  Have you noticed any differences in the way that males and females learn languages?

Blog post author
Brittany Lyons aspires to be a psychology professor, but decided to take some time off from grad school to help people learn to navigate the academic lifestyle. She currently lives in Spokane, Washington, where she spends her time reading science fiction and walking her dog.