Educational sex segregation

Date and country of first publication

1997
Australia

Definition

At its current state, this definition has been generated by a Large Language Model (LLM) so far without review by an independent researcher or a member of the curating team of segregation experts that keep the Segregation Wiki online. While we strive for accuracy, we cannot guarantee its reliability, completeness and timeliness. Please use this content with caution and verify information as needed. Also, feel free to improve on the definition as you see fit, including the use of references and other informational resources. We value your input in enhancing the quality and accuracy of the definitions of segregation forms collectively offered in the Segregation Wiki ©.

Educational sex segregation refers to the separation of students based on their biological sex for educational purposes. This practice can be seen in various forms, such as single-sex schools, classrooms, or courses. Proponents argue that sex segregation can provide a more tailored education experience, address gender-specific learning styles and needs, and reduce distraction or competition among students. However, opponents argue that sex segregation can perpetuate gender stereotypes, limit opportunities for social interaction and collaboration, and reinforce inequality between genders. The approach to sex segregation in education varies across different countries and educational institutions, with some supporting it and others discouraging or banning it.

Further reading

Cole M. (1997) "Gender and power: Sex segregation in American and polish higher education as a case study", Sociological Forum, 12(2), pp. 205-232. Kluwer Academic/Plenum Publishers. DOI: [htttp://doi.org/10.1023/A:1024697832291 10.1023/A:1024697832291]

Cole M. (1999) "Sex segregation in American and polish higher education: The influence of class structure, politics, and the economy", International Journal of Comparative Sociology, 40(3), pp. 351-374. Brill Academic Publishers. DOI: [htttp://doi.org/10.1177/002071529904000303 10.1177/002071529904000303]