迪肯assignment代写:单一性教育

2017-04-26 00:48

回到学术界，女孩的单一性教育已被证明能增加他们上高中数学和科学课的可能性。“有证据表明，单性学校促进更大的享受，更大的吸收，传统上被视为性别不适当的课程科目”（杰克逊和史密斯2000，412）。在共同的情况下，女孩面临更大的压力，以社会的方式规定适当的女性行为。这包括避免传统上被认为是男性领土的学术主题。然而，男孩在男孩的自由环境中更容易选择学习科目以外的传统“女性”的界限，并更有可能学习和成功的高地位的科目，如硬科学和数学（马厩1990）。帕克和Rennie（2002）同样发现“单一性别的数学班女生发展更高层次数学的信心，这反映在他们随后的选择更具挑战性的数学”（884）。单一性别的数学课内的男女混合中学环境已被证明是导致更多的女孩参加高级的数学（帕克和Rennie 2002）。如果没有在混合学校中存在的压力，女孩就可以更自由地追求自己真正的学术兴趣，即使这种兴趣落在传统的“女性”追求之外。
迪肯assignment代写:单一性教育
Returning to academics, single-sex education for girls has been shown to increase the likelihood they will enroll in upper-level math and science classes. “There is evidence suggesting that single-sex schools promote greater enjoyment of, and a greater uptake of, curriculum subjects traditionally viewed as gender-inappropriate” (Jackson and Smith 2000, 412). In a co-ed situation, girls face greater pressure to behave in a way society prescribes as appropriate feminine behaviour. This includes avoidance of academic subject matter traditionally considered to be male territory. However, girls in boy-free environments are more likely to choose subjects of study outside traditional “female” boundaries, and are more likely to both study and succeed in high-status subjects such as hard science and mathematics (Stables 1990). Parker and Rennie (2002) similarly found that “girls in single-sex mathematics classes develop higher levels of confidence in mathematics, which are reflected in their subsequent choice of more challenging mathematics” (884). Single-sex mathematics classes within the mixed-sex secondary school environment have been shown to result in more girls enrolling in upper level mathematics (Parker and Rennie 2002). Without the pressures to conform that exist in a mixed school, girls can more freely pursue their true academic interests, even if such interests fall outside the realm of traditionally “female” pursuits.

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