Figure 1.-- Coed schools are becoming increasingly, although there still are many single gender schools. Generally practical and business factors were the principal reasons that schools shifted to coeducation.
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Figure 1.-- Coed schools are becoming increasingly, although there still are many single gender schools. Generally practical and business factors were the principal reasons that schools shifted to coeducation. |
There are three basic alternatives for preparatory schools in term of gender. Two are single gender schools, boys and gir;ls separate. Then there are coeducational schools. The popularity of these different approaches have varied over time.Before World War II most schools were single gender schools. After the War coeducation became increasingly accepted. This occurred first in the state sector, but in the 1970s quite a number of prep schools changed to coeducation. Most British prep schools were originally established as single gender schools, most commonly boys schools. The earliest prep schools were boys' school which began to appear in the mid-19th century. Boarding education was largely for boys at first. The public schools in the 19th century were primarily institutions for boys and thus early prep schools were for boys as well. British parents were more concerned about the education of their sons than that of their daughters. The general idea was that the adult life of girls would be taken care of by her husband and that a rigorous education was less necessary. Almost all of the preparatory schools founded before World War II were single gender schools. An increasing number of schools have now become coeducational. Here the primary empetus appears to have been financial rather than educational philosphy or the desires of the children, although such decessions varied from school to school.
Most British prep schools were originally established as single gender schools, most commonly boys schools. The earliest prep schools were boys' school which began to appear in the mid-19th century. Boarding education was largely for boys at first. The public schools in the 19th century were primarily institutions for boys and thus early prep schools were for boys as well. Concern for girls gradually grew in the 20th century, but still the majority of prep schools before World War II were boys' school, especially boarding schools. This has begun to cahnge in the late 20th century as many boy's boarding dschools have shifted to coeducation. Fewer girl's schools for some reason have made this change. There are still quite a number of boys' preparatory schools in Britain, but there number is declining. Some parents see value in single gender schools. Others think coeducation a more suitable approach for the modern world. Here the family make up is a key factor. A family with one child or two of the same gender are more likely to choose single gender schools than a family with mixed gender children. Some of the parents have carefully considered the appraoch best suited for their child, but for most the convenience of deaing with one single school is probably the deciding factor in the gradual shift away from single gender education at the prep school level. The gender make up of the school undoubtedly affects the character of the school. This has been somewhat softened by the appearance of more female teaching staff at boys' schhols in recent years and evolving social attituides, but it is still a factor.
British parents were more concerned about the education of their sons than that of their daughters. The general idea was that the adult life of girls would be taken care of by her husband and that a rigorous education was less necessary. Not all parents thought that way, but most did. In addition many parents were more reluctant to send their children to boarding schools. These trends mirrored attitudes toward public schools. The first girls' prep school was not established until about 1900.
Almost all of the preparatory schools founded before World War II were single gender schools. An increasing number of schools have now become coeducational. Here the primary empetus appears to have been financial rather than educational philosphy or the desires of the children, although such decessions varied from school to school. At public schools (private secondary schools) the pupils did increasingly desire coeducation. Not all, but most did. This was not the case at the prep school level where the children often have less choice or prepared to make real choices because of their age level. With these children coeducaton is not high on the desirable attributes which they would tend to list. A major factor with the prep schools was that schools wanted to maintain their rolls and many parents did not want the complications of multiple schools. Interestingly, while many traditionally boys' schools have shifted to coeducation, few traditionally girls' schools appear to be making a similar transition. Thus in Britain today there are boys schools, girls schools and coed prep schools. Here there are som minor variations such a single gender schools that have coed pre-prep sctions.
