It's interesting. The things I've read say that single sex classes (in
mathematics) benefit girls and that mixed classes benefit boys. I'm not
sure what that means in science, though I'd guess there might be a similar
phenomenon. If that's true, there is no solution which would benefit both
sexes.
At 08:07 AM 2/7/03 -0500, you wrote:
>Any comments?
>Bob Chaffee
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>Subject: Mich. Proposes Same-Sex Science, Math Classes E/P NBS#1803
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>Content-Type: multipart/alternative; boundary="=_alternative
>00749D1D85256CC5_="
>
>NATIONAL ALLIANCE OF STATE SCIENCE AND MATHEMATICS COALITIONS
>News Brief #1803 Category: Education Policy
>TITLE: "Science, math class may divide"
>
>A Michigan legislator has introduced a bill that would allow middle
>schools to divide math and science classes by gender. State Senator
>Michael Switalski said his intent is to prod schools to provide more
>options for students and parents.
>
>Carolyn Witte, principal of the all-girls Mercy High School in Farmington
>Hills, applauds the measure, saying same-sex education can make math and
>science more "accessible" to girls by eliminating social pressures.
>
>But opponents argue that closing girls off in separate classrooms sends a
>damaging message: they can't cut it against the boys. "To say one gender
>cannot learn in a classroom with another is out-and-out sexism," said
>Margaret Trimer-Hartley, spokeswoman for the Michigan Education
>Association, the state's largest teachers union.
>
>According to the state education department, studies about the learning
>effects of same-sex classrooms have turned up mixed results. But some
>school officials say they believe putting boys and girls together
>stimulates greater interest in math and science.
>
>"Sometimes, gender competition, if you will, turns out to be productive -
>and it's real-world," said Robert Freehan, spokesman for Warren
>Consolidated schools.
>
>SOURCE: Detroit News, 04 February 2003
>WEBSITE: http://www.detnews.com/2003/schools/0302/04/c01-76674.htm
>
>-----------------------------------------------
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