Community Magazine October 2009

Kaminer, in her bluntly-titled article, “The Trouble with Single- Gender Schools,” found fault with the “undue attention paid to neatness and cleanliness” in all-girls schools, as well as “drawing parallels between domesticity and chemistry activities.” She felt that the idea of femininity was too pronounced in a particular single-gender school because the walls were painted pink. Kaminer believes that all-girls schools “reinforce regressive notions” of gender difference, as if the difference between men and women is an antiquated notion. Contrary to the fears of those who believe that separating boys and girls leads to further accentuation of gender differences, well run single-gender classrooms actually combat the phenomenon of gender intensification. Dr. Sax writes that “when girls and boys are together, they are very mindful of what the prevailing culture says is appropriate for girls, and what’s appropriate for boys… Our culture is a sexist culture (and the culture of children and adolescents is even more so than the adult culture). The prevailing culture sends all sorts of gendered messages pushing girls and boys into pink and blue cubbyholes. Flutes are for girls, children tell one another, and trumpets are for boys (or so the children say). Physics is for guys, and art history is for girls – or so the teenagers will tell you. You, the adult, can try to tell them otherwise, but in the coed format the forces driving ‘gender intensification’ may be too strong for mere words to counteract.” The prevailing culture has somehow equated the notion of gender differences with a designation of a “stronger” and “weaker” gender. In an effort to combat this thinking, many have tried to prove that no such difference exists. It is perhaps easier to understand that different does not necessarily mean better, stronger, or more desirable with a simplistic analysis of a neutral item, like...fruit. If we were discussing the apple and the orange, we could discuss differences about color, texture, and flavor. We might prefer one over the other based on personal taste, but we couldn’t say unequivocally that one fruit is better than the other. Of course, I would never use oranges in my apple pie, and a mimosa (a cocktail of champagne and orange juice usually served at brunch) would never be a mimosa if we substituted apple juice. Saying an orange is inferior to an apple because of its inherent difference and unsuitability for pie is as ridiculous as saying that boys are inferior to girls because they often get restless and get out of their seat during class. Although the nuances between males and females are much more complicated than fruit, recognizing and accepting the special distinctions of boys and girls allows us to better educate them. King Solomon famously exhorts parents and educators, “ Hanoch lenaar al pi darko – E ducate the child according to his way” (Mishle 22:6). As Dr. Sax states, “girls and boys differ fundamentally and innately in what they like to read, how they study, and how they learn.” When it comes to educating children, one size apparently does not fit all. Of course, for some parents who prefer a coeducational environment for their child, there’s more to school than just scholarship. But from a purely academic and developmental perspective, the evidence seems convincing that properly formatted separate education is functionally superior. Dr. Sax concludes, “[Single-gender] education and the opportunity it offers to custom-tailor learning to the student…helps us fully appreciate that girls and boys enter the classroom with different needs, different abilities, and different goals.” Mattresses For Less New Line Has Arrived! Free Set Up... Fast Delivery!!! SandraMansour 718.382.8419 or 800.SLeep.56 & Free Gift For Newlyweds With Purchase! 42 COMMUNITY MAGAZINE