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New Zealand, unlike the United States, offers a single-sex alternatives to low and medium income families restricted to state schools. State schools in America are almost exclusively coeducational. Single sex schools are only available in the Catholic system and private sector. For the most part, only American parents able to afford private schools can avail themselves of the single-sex option. Young people from lower- and working-class backgrounds often have only the vaguest idea of what professional requires or could mean. Single-sex schools often place greater emphasis on academics than do coeducational schools. The frequently more serious environment at single-sex schools can encourage the children to take themselves, and their potentials, more seriously. Undistracted by the need to worry so much about personal appearance, dating, and trendy clothes, students in single-sex schools tend to do more homework and have higher aspirations. Single-sex schools often help students formulate new goals and provide the opportunities to realize them.
Research on the achievement of students in single-sex schools offers some interesting insights. British examination results show little difference in performance of boys in single-sex and coed schools. The performance of girls, however, is strikingly higher in single sex schools. British teachers speculate that girls in single-sex schools avoid trying to out perform the boys, but in girls' schools they can excel without worrying how it will affect their dating prospects. Girls are also more likely to enroll in and succeed in courses where boys often predominate such as science and maths.
The New Zealand debate over coed/single sex education has become complicated by the competition between schools that the MOE has fostered. The need to attract students and maintain roles have in some cases resulted in a less than academic approach to the discussion. Promotional literature prepared by some coed schools uses terms that suggest that single-gender schools are unnatural with all the connotations associated with such a suggestion.
Most New Zealand single-gender schools have developed a variety of cooperative relationships with nearby schools, usually single sex schools for the other gender. Many schools have actually fused academic programs for the older students, usually form 7 (Southland Boys' and Girls' High Schools). Even more commonly dances and a variety of social and recreational activities are planned together. For example Avonside Girls' High School planned its 3rd and 7th form Disco with Shirley Boys' St. Timothy's, and Mairehau High. Avonside Girls' challenge the form 7 boys at Shirley Boys' High School to a netball game. Avonside won convincingly--with, of course, a little help from the referees.
Questi0ns such as gender policy are extremely complicated and the authors do not pretend to address this and other educational issues in a serious academic sense. We do attempt, however, to provide some background information to better understand New Zealand schools. More importnatly for this book is to understand what the students themselves, validly or invalidly think about the issue. New Zealand students have given considerable thought to the issue of single-gender schools and coeducation. The authrs stress that these opinions are presented to show the range of opinions held by the students, nit because they are all valid arguments, although many are indeed penetrating assessments.
One boy in a debate offered the following bebefits of single-gender schools: 1) Less distraction, 2) Better focused, 3) More acceptable to succeed, 4) Avoids embarrassing situations, 5) Schools may be smaller, 6) More arguments/showing off, 7) Focusing on displaying your "maleness", 8) Can be more open, 9) No need to impress girls, 10) More opportunity not to be dominated, eg cooking, music, science (presentation), art, poetry, singing and drama are all subjects boys may perform better in without girls.
Anonamous, Nelson Boys' College, Form 2, 1999
I believe that single sex schools are not better for boys. I have four strong reasons that will convince you that I have a strong statement. Firstly, the interaction between girls and guys. The guys in our class do not interact with girls and at this moment in their life it is important and fun to. Secondly, the opposing speaker will say something like (put on a high voice) "But all the boys show off to the girls". This is untrue, think of the fights we have in this school. Why do they fight? So they can show they are macho enough to get knocked out in under a minute by the biggest guy in school. Thirdly, when the boys are around girls they will learn to respect them and not think they are people who live to wash, cook, clean and then, die. Lastly, with a co-ed school you may find the boys helping the girls or vice versa at subjects that either one is not particularly good at. I am sure that my strong points have convinced you that co-ed schools are better.
Chris McDougall, Nelson Boys' College, Form 2, 1999
The word co-ed means boys and girls working together at the same school. I agree with this statement and will convince you that co-ed schools are better. I’ve got a few points which I’d like to share with you. One of my points is the future. For example in a co-ed school you get prepared for later life and experience with dating. I mean when you are at a single sex school for 5 or 6 years without girls and you haven’t dated all that time I mean, you’re gonna look pretty stupid on your first date when you’re 18. Another point is that you interact with girls more. I mean single sex schools do interact as well but not as much. My third point is for example sports in a boys school. There is always one team which is better and it isn’t equal. In a co-ed school you can mix in a few girls. My last point, do you remember in primary the treacherous thing called folk dancing. In a single sex school you don’t have folk dancing. I mean, imagine 26 boys all holding hands and dancing to country music. So that’s why I believe that co-ed schools are better, and I think I’ve convinced you with my points.
Sascha Schwarze, Nelson Boys' College, Form 2, 1999
