Gender Classes

The gender-separate format can boost grades and test scores for BOTH girls and boys. However, that improvement doesn’t happen automatically. Just putting girls in one room and boys in another is no guarantee of success. As with anything else in education, adequate preparation in proven, evidence-based strategies is essential.

We now have good evidence that single-sex classrooms CAN break down gender stereotypes, particularly when teachers have appropriate professional development. Girls in single-sex educational settings are more likely to take classes in math, science, and information technology. Boys in single-gender classrooms — led by teachers with training in how to lead such classrooms — are much more likely to pursue interests in reading, English, art, and foreign languages. Both girls and boys have more freedom to explore their own interests and abilities than in the coed classroom.

Studies indicate that:

Boys in coed classes: 37% scored proficient, while boys in single-sex classes: 86% scored proficient.

Girls in coed classes: 59% scored proficient, while girls in single-sex classes: 75% scored proficient.

It is a fact that school climates and structures are conducive to female students. Most girls don’t feel comfortable in math, science and technology classes, while most boys don’t feel comfortable in reading and language classes.
Both girls and boys feel a certain amount of pressure from the opposite sex when answering questions, asking questions, being labeled the ‘smart one’, etc. We all know, and research has proven, that men and women think, hear, speak, and act differently. These differences start even before birth. It is common knowledge that boys and girls can look at the same problem or situation and see two totally different things; neither of which is the right or wrong way. The fact is that gender differences impact boys’ and girls’ learning and emotions.

A few of our goals are to:
1.improve and promote an environment conducive to bringing out the best in each student.
2.provide the best possible education to each student.
3.create an environment in which each child can freely express themselves.
4.help promote student’s interest and individual differences.
5.take away the stereotypes and pressures which hold us from trying and accepting new areas/ideas.
6.help students focus on educational material rather than social pressures.
7.create lessons specific to gender interest and knowledge.

The single-sex classroom. . .
•Allows for nontraditional teaching techniques and structures that are well suited aspects of male-female learning differences
•Allows for classes in which the learners e more similar to one another in their stag of physical, mental, and emotional development
•Eliminates certain distractions from the classroom (such as boy-girl flirtation, sexual tensions, gender-based competition), thus increasing concentration and focus
•Allows girls not to worry about comments in the classroom that boy will ridicule (and vice versa), so that self-esteem can be driven more by performance and less by what members of the opposite sex think and say
•Encourages girls to openly discuss personal issues with which they may be struggling, thus facilitating an earlier, more successful handling of those issues
•Creates a comfortable environment for learning, in which girls don’t feel the need to worry about how they look or what they wear, and boys feel greater freedom to “be themselves” without posturing and playing to girls’ attentions
•Helps boys learn self-management through working together, helping each other, and finding safety in being in classes with others who instinctively understanding them
•Allows for candid conversations in the classroom (where girls and boys can as questions and discuss topics they might avoid in a coed setting), thereby creating unique teachable moments for character, leadership, goal setting, girl talk, and boy talk
•Increase boys’ willingness to try new things—especially in the arts (performing skits, sharing poetry, and so on)—that they might not be as willing to try in front of girls
•Allows girls to receive more attention, explore broader interest, increase self-confidence and participation, and renew interest in more spatially oriented subjects such as math, science, and technology
•Provides a greater opportunity to help boys with literacy by including more boy-friendly materials
•Enables teachers to create experiences that specifically support boys and girls through creative, gender-specific instructional practices

Rayne Catholic offers the following “Single Gender” Classes:

5th – 8th grade classes