The new Single-sex education
Why do we think it is worth betting on the education organized by the school according to girls and boys and what is its differential effect? We believe in the New Differentiated Education because it promotes the integral development of the personality of each student, considering their own and social circumstances.
For more information consult our frequently asked questions.
Improvement of the school climate
Single-sex education provides a more intense anchoring of the boys towards the school culture. It generates a school climate in which absenteeism is reduced -especially in boys-, increases school performance and achieves an improvement in the attitude of male and female students, especially in schools in disadvantaged areas.
Overcoming stereotypes
This pedagogical model is effective in minimizing gender stereotypes, since it increases personal freedom when assuming roles considered typical of another sex and reduces the pressure in choosing options traditionally assigned to a specific sex.
Thus, a reduction of the sex differences in the curricula and an effective equality of opportunities are achieved. In the New Differentiated Education, boys live a healthy masculinity because attitudes such as compassion, donation, selflessness and cooperation are promoted. For their part, girls develop their scientific-analytical capacity more freely. In addition, in a mixed environment, students tend to be less willing to talk about uncomfortable topics due to the presence of the other sex.
Breadth of professional choices
The New Differentiated Education makes it easier to adjust teaching to the gender strengths and weaknesses traditionally associated with masculinity or femininity and adapt to the different way of acquiring knowledge and skills.
There are two areas in which educational research strongly supports single-sex education. The first is the case of adolescent boys from socioeconomically disadvantaged neighborhoods -very studied in Anglo-Saxon public schools-, who reduce school dropout rates and increase access to the University in a much higher percentage than in mixed schools in their area. The second is the greater inclination of girls from differentiated schools towards the STEM fields (Science, Technology, Engineering and Mathematics), traditionally masculine.
Equality of opportunities and non-discrimination
The New Differentiated Education starts from the equality of boys and girls in rights, duties and dignity, and guarantees to a greater extent equal opportunities since it personalizes education adapting to the learning styles of boys and girls.
Equal opportunities are guaranteed from the moment that the differentiated centers for boys and girls share the same curriculum and learning conditions of comparable quality, as ratified in the UNESCO Convention.
A social claim
The public agreement provides efficiency to Education as it allows equal opportunities for families, who can thus access the education they want
If the public agreements for differentiated schools are eliminated -many operate in this regime- the diversity of educational options is impoverished, and therefore of society, since many families will necessarily have to choose a different education from the one they want.
The educational system improves with the combination and existence of educational projects with a different offer that families can access.
Legal and internationally recognized
Most democracies, such as the United States (No Child Left Behind Act of 2001), Great Britain (Equality Act of 2010), France (art. 2.4 Law 2008-496) and Belgium (art. 19. Decree of 12.XII .2008), have recognized single-sex education legislatively in the 21st century, while others such as Germany have judicially ratified it (Germany’s Federal Hight Court ruling of 30.I.2013)
In Spain, both the Constitutional Court (STC 31/2018) and the Supreme Court (STS 2768/2017) have declared that single-sex education is a valid pedagogical option, fully compatible with the principle of gender equality.
Finally, UNESCO affirms that the model is not discriminatory when both sexes have equal facilities for access to education, equally qualified teaching teams, premises of similar quality and identical study programs (Convention relative to the fight against discrimination in the sphere of teaching of 1960, treaty ratified by 109 countries and foundation of the 2030 agenda), which, according to the Constitutional Court “in our case is beyond doubt” (STC 31/2018)
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Q & A
Single-sex education is an internationally recognized pedagogical model. This formula, which favors equal opportunities and helps to overcome gender stereotypes, also strengthens personalization in the education of boys and girls.
Obviously not. Although some insist on identifying it, they are very different things. “Differentiate” is a strategy that responds to the true needs of men and women in the 21st century and its purpose is to provide equal opportunities for both girls and boys to achieve the same thing, but by different paths.
Thus, attending to this level of personalization in the educational task is progressive. And it requires a change of paradigm and of the conception of progressivism.
Instead, “segregate” is a negative term that refers to discrimination. Segregated education refers to a second level education, something totally removed from the differentiated education model.
It is true that it is popularly affirmed, but said statement has no scientific basis. This pedagogical model is effective in minimizing stereotypes, since it increases personal freedom when assuming roles considered typical of another sex and reduces the pressure in choosing options traditionally assigned to a specific sex. Thus, a reduction of the sex differences in the curricula and an effective equality of opportunities are achieved.
9% That is the time a boy or girl spends in school each year. A 9% that -contrary to what those who would like the end of this educational model think- facilitates socialization, since school failure is reduced, an important point for self-esteem and good coexistence, and educates in depth in civic and human values, which are then put into play in family and social life
Because the old one was not always based on pedagogical and sociological criteria. The New Differentiated Education promotes the integral development of the personality of each student, considering their own and social circumstances.
In 2015, Cornelius Riordan —one of the researchers who has delved into the subject the most—considers that there are 9 sociological arguments in favor of single-sex education, particularly for women of all ages, and for socioeconomically disadvantaged men:
- Reduction of the anti-academic culture that young people present.
- Increased order and positive discipline.
- Greater contact with positive academic references of the same sex.
- Reduction of gender differences in curricula and increase in equal opportunities.
- Reduction of gender bias in interactions between teachers and students.
- Elimination of impositions based on gender and sexual harassment.
- Increased leadership opportunities.
- Greater sensitivity in teachers about gender differences in learning.
- Increased pro-academic choice by families and students.
The investigations are not conclusive with the set of students and single-sex schools. But there are two areas in which educational research strongly supports single-sex education. In the first place, in the case of adolescent boys from socioeconomically disadvantaged neighborhoods -very studied in Anglo-Saxon public schools on the 5 continents-, who reduce school dropout rates and increase access to the University in a much higher percentage than schools of their zone. The second is the greater inclination of girls from differentiated schools towards the STEM fields (Science, Technology, Engineering and Mathematics), traditionally masculine.
No. In fact, several studies have concluded that single-sex colleges are significantly favorable to historically or traditionally disadvantaged students: minorities and/or lower and working class and/or at-risk students.
Equal opportunities are guaranteed from the moment in which the differentiated schools for boys and girls share the same curriculum and learning conditions of comparable quality, as ratified in the UNESCO Convention (14.12.1960). Differentiated schools are therefore a legitimate option -reflected in the Universal Declaration of Human Rights– both for the promoters of the educational centers, as well as for the families that choose them and for the students who receive education in them.
In recent years, single-sex education in Spain has sparked some political and legal debate, until in 2017 the Supreme Court declared that it “does not constitute discrimination” and that “in no case” may the choice of single-sex education imply “a less favorable treatment, nor a disadvantage, when signing agreements with the educational administrations” (STS 2768/2017, of July 11).
In 2018, the Constitutional Court issued another ruling in the same sense (STC 31/2018, of April 10).
This end point to the judicial process guarantees the free choice of parents who choose this educational model for their children. These schools exist because families want them, despite the many obstacles they currently face in the political, social and economic spheres.
The education model that meets the needs of each of the sexes in different classrooms «is protected by the UNESCO Convention on the fight against discrimination in education, the first and only binding international treaty dedicated to the right to education. education, foundation of the 2030 Education Agenda, ratified by 104 member states, Spain included».
Nowadays…
Co-educational schools tend to perpetuate stereotypes that girls are good at language arts and the arts and boys excel at math, science and leadership. In single-sex schools, teachers can address the unique needs and interests of students, providing them with support in areas where they are generally weak. This is another explanation for why students in single-sex schools perform better academically.
Research conducted in single-sex American public schools points to less sexual harassment, less delinquency, and a reduction in other student behavior problems. In addition, they have shown that participation in the community increases, the boys acquire a more positive self-concept, more leadership opportunities and greater professional aspirations.
There is no study that suggests that students in single-sex schools have less ability to relate to the other sex. And indeed, both girls’ and boys’ schools have the privileged status of providing guidance and training in age- and gender-appropriate social skills to their students.
Precisely the opposite occurs. This pedagogical model is effective in minimizing stereotypes, since it increases personal freedom when assuming roles considered typical of another sex and reduces the pressure in choosing options traditionally assigned to a specific sex. Thus, a reduction of the sex differences in the curricula and an effective equality of opportunities are achieved.
The cost per student in the concerted one -where there are schools with a differentiated model- is $3,705 compared to the $11,244 that the public one supposes (Panorama of education. OECD indicators. 2021). The freedom of education of parents who choose or want to start a differentiated educational center is undermined if the educational offer is cut, ceasing to offer this valid and effective model. The concert is something regulated, not at the choice of the politician of the moment. Therefore, the public power must grant it.