Opposing view: Retire gender stereotypes
Single-sex programs perpetuate divisions between men, women.

By Kim Gandy

This article originally appeared as an op-ed in USA Today on 8/9/07.

One of this year's best-selling books, The Dangerous Book for Boys by Conn and Hal Iggulden, attempts to re-engage boys (and their dads) in the art of tying knots and building tree houses. While it may be a noble endeavor to inspire an interest in nature and hands-on adventure in today's kids, why should this message be geared specifically toward boys? Proponents of single-sex education must love this book, with its message that boys and girls are "quite different."

Of the many arguments being made for single-sex learning environments, the most basic rely on gender stereotypes that really ought to be history by now. The notion that the sexes can't be taught together because boys are unruly and girls are timid insults both sexes. Education models based on stereotypes drive the sexes apart and socialize our kids to perpetuate these divisions throughout their lives.

Studies show that men are rewarded in the workplace, while women are punished, for expressing anger or asking for a raise -- presumably based on those same stereotypes of appropriate male/female behavior.

Supporters of single-sex education also claim science is on their side. Girls and boys learn differently, they say. Where are their studies? In fact, most research shows cognitive differences within each gender far outweigh differences between girls and boys.

So, what about those inspiring stories? Anecdotes from sex-segregated classes and schools are regularly touted as proof that separating boys and girls is a virtuous and productive idea. But even where there are some successes, let's be careful about assigning credit. After all, today's single-sex programs are experimental, breaking the mold of traditional classrooms, which most agree could use an upgrade. They have smaller classes, more resources and everyone involved, from administrators and teachers to students and parents, are highly motivated to see them succeed.

Here's a novel idea: Let's devote that level of effort, resources and out-of-the-box thinking to co-ed classrooms. Then our daughters and sons can learn and thrive together. Our public schools deserve our attention and our innovation; that's not in question. Let's find a way to improve education without resorting to discrimination and stereotypes that will haunt us, and our children, for decades to come.