Sex-mixed education , also known as gender mixed education , co-education or coeducation (abbreviated to co-ed or coed ), is an educational system in which men and women are educated together. While the education of one sex was more common until the 19th century, sex-mixed education has become standard in many cultures, especially in Western countries. Education for same-sex, however, remains common in many Muslim countries. The relative merits of both systems have been the subject of much debate.
The oldest school and oldest boarding school in the world is the Dollar Academy, middle and high school for men and women from the age of 5 to 18 in Scotland, England. From the opening in 1818 the school recognized both boys and girls from the Dolar parish and the surrounding area. Schools continue to exist today with about 1,250 students.
The first joint education college that was founded was the Oberlin Collegiate Institute in Oberlin, Ohio. Opened on 3 December 1833, with 44 students, including 29 men and 15 women. The same status for women did not come until 1837, and the first three women who graduated with a bachelor's degree did so in 1840. By the end of the 20th century, many higher education institutions that had been exclusively for people of one gender had become coeducational.
Video Mixed-sex education
History
In the early civilizations, people were educated informally: mainly in the household. Over time, education becomes more structured and formal. Women often have very little right when education begins to become a more important aspect of civilization. The efforts of ancient Greek and Chinese communities focused primarily on male education. In ancient Rome, the availability of education gradually expanded for women, but they were taught separately from men. Early Christians and medieval Europeans continued this trend, and one kind schools for special classes prevailed during the Reformation period.
In the 16th century, at the Council of Trent, the Roman Catholic church reinforced the establishment of free primary schools for the children of all classes. The concept of universal basic education, regardless of gender, has been created. After the Reformation, coeducation was introduced in Western Europe, when certain Protestant groups insisted that boys and girls should be taught to read the Bible. This practice became very popular in northern England, Scotland, and New England colonials, where young people, men and women, attended obedient schools. At the end of the 18th century, girls were gradually accepted in the city's schools. The Society of Friends in England, as well as in the United States, pioneered common education as they did universal education, and in Quaker settlements in the British colony, boys and girls generally went to school together. The new free public elementary school, or public school, which after the American Revolution replaced the church institution, was almost always coeducational, and in 1900 the most common coeducational secondary school. In the late 19th and early 20th centuries, coeducation grew much more widely accepted. In the United Kingdom, Germany, and the Soviet Union, the education of girls and boys in the same class became an approved practice.
Maps Mixed-sex education
Australia
In Australia there is a trend toward improving coeducational education with the opening of new coeducational schools, some new open schools and single sex schools that combine or open their doors to the opposite sex.
China
China's first mixed sex education institute is the Nanjing Higher Normal Institute, renamed National Central University and Nanjing University. For thousands of years in China, public schools, especially the higher public schools, are for men. Generally only schools founded by zongzu (??, gens) for male and female students. Some schools such as Li Zhi's school in the Ming Dynasty and Yuan Mei's school in the Qing Dynasty enrolled male and female students. In the 1910s female universities were established such as Ginling Women's University and Peking Girls' Higher Normal School, but no education in the higher schools.
Tao Xingzhi, Chinese advocate for mixed education, proposed Auditing Act for Female Students (????????) at the Nanjing Higher Normal School meeting held on 7 December 1919 He also proposed for universities to recruit female students. The idea was supported by president Guo Bingwen, academic director Liu Boming, and renowned professors such as Lu Zhiwei and Yang Xingfo, but were opposed by many famous people at the time. The meeting passed legislation and decided to recruit female students next year. Nanjing Higher Normal School enrolled eight Chinese female students in 1920. That same year, Peking University also began allowing female students to audit the class. One of the most famous girls at the time was Jianxiong Wu.
In 1949, the People's Republic of China was established. The Chinese government has provided more equal opportunities for education since then, and all schools and universities have become a mixture of sexes. However, in recent years, many girls 'schools and/or boys' schools have reappeared for special vocational training needs but equal rights to education remain applicable to all citizens.
In China Muslim Hui and Muslim Salars are against education, because of Islam, the Uyghurs are the only Muslims in China who do not mind education and practice it.
French
Entry to the Sorbonne was opened for girls in 1860. Baccalaureat became gender-blind in 1924, providing equal opportunities for all girls in applying to university. Sex-mixed education became mandatory for primary schools in 1957 and for all universities in 1975.
Hong Kong
St. Paul's Co-educational College is the first mixed middle school in Hong Kong. Founded in 1915 as St. Paul's Girls' College. At the end of World War II it was temporarily combined with St Paul's College, which is a boys' school. When the classes at St. Paul's College continued, it continued to be mixed, and changed to its present name. Some other famous mixed high schools in the city include Hong Kong Pui Ching High School, Queen Elizabeth School and Tsuen Wan Middle School. Most of Hong Kong's primary and secondary schools are sex mixed education, including government public schools, charter schools and private schools.
Pakistan
Pakistan is one of many Muslim countries where most schools, colleges and universities are single gender even though some universities, colleges and schools are coeducational. In schools that offer level O and A levels, common education is common. After Pakistan's independence in 1947, most universities were coeducational by name but the proportion of women was less than 5%. After the Islamization policy of the early 1980s the government established Women's universities and women's universities to promote education among women who were hesitant to study in a mixed environment. Today, however, most universities and a large number of schools in urban areas are co-educated.
United Kingdom
School
In the UK, the official term is mixed , and currently most schools are mixed up. A number of Quak pesantren boarding schools were established before the 19th century. The Scottish Dollar Academy is the first mixed school and mixed school in England. Founded in 1818, it is the oldest skin-bladder educational institution in the world that still exists. In the UK, the first non-quaker mixed leather dormitory school is the Bedales School, founded in 1893 by John Haden Badley and became a mixture in 1898. Many sex-school schools have begun to accept both sexes in recent decades: , Clifton College began receiving girls in 1987.
Higher education institutions
The first higher education institution in England that allowed women and men to enter under the same conditions, and therefore accepted in an academic degree, was the University of Bristol (later founded as College College, Bristol) in 1876.
Given their multiple roles as dormitories and educational institutions, each college in Oxford and Cambridge remained apart for a longer time. The first Oxford college to be a male and female venue was the Nuffield College in 1937; five first undergraduate colleges (Brasenose, Hertford, Jesus, St. Catherine's and Wadham) became diverse in 1974. Cambridge's first mixed campus was Darwin's only graduate from his foundation in 1964. Churchill, Clare and King's Colleges were the first before - a college group from Cambridge University to receive female students in 1972. Magdalena was the last all male college to be a mixture in 1988.
The last one-sex college (all women) in Oxford, St. Hilda, became a mixture during the Michaelmas period of 2008; But some of the Permanent Personal Space are still open only for men. Three colleges remain single-sex in Cambridge: Murray Edwards (New Hall), Newnham and Lucy Cavendish.
United States
The oldest mixed-sex institute of the earliest higher education in the United States is the Oberlin College in Oberlin, Ohio, which was founded in 1833. The mixed-gender classes were incorporated into the preparatory department at Oberlin in 1833 and the college department in 1837. The first four women to receive a bachelor's degree in the United States got them in Oberlin in 1841. Then, in 1862, the first black woman receiving a bachelor's degree (Mary Jane Patterson) also got it from Oberlin College. Beginning in 1844, Hillsdale College became the next college to receive mixed-sex classes for a four-year degree program.
The University of Iowa became the first public university or public college in the United States in 1855, and for much of the next century, public universities, and university grants land in particular, will lead in higher education mixed gender. There are also many private coeducational universities founded in the 19th century, especially west of the Mississippi River. East of the Mississippi, Wheaton College (Illinois) graduated its first female students in 1862, while Cornell University and the University of Michigan respectively recognized their first female students in 1870.
Around the same time, single female sex colleges also appeared. According to Irene Harwarth, Mindi Maline, and Elizabeth DeBra: "women's colleges were established in the mid- and late 19th century in response to the need for further education for women when they were not accepted in most higher education institutions." including the Seven Sisters college, where Vassar College is now coeducational and Radcliffe College has joined Harvard University. Other well-known female colleges that have become coeducational include Wheaton College in Massachusetts, Ohio Wesleyan Female College in Ohio, Skidmore College, Wells College, and Sarah Lawrence College in New York State, Pitzer College in California, Goucher College in Maryland and Connecticut College.
In 1900 Briton Frederic Harrison said after visiting the United States that "The entire American educational machine... open to women must be at least twentyfold bigger than it is with us, and it is rapidly advancing to meet that men both in numbers and quality". Where most of the history of coeducation in this period was the list of people moving toward male and female accommodation on one campus, the state of Florida was an exception. In 1905, the Buckman Act was one of consolidation in governance and funding but segregation in race and gender, with the campus becoming what Florida State University has designated to serve white women during this era, the campus becoming what is now the University Florida caters to white men, and the coeducation is set only for campuses that serve black students in what is now Florida A & amp; M. Florida did not return to joint education at UF and FSU until after World War II, fueled by the drastically increasing demands placed on higher education systems by veterans who studied through the GI Bill program after World War II. The Buckman arrangement officially ends with a new law guideline passed in 1947.
Primary and secondary schools
Some of the early primary and secondary schools in the United States are one gender. Examples include Collegiate School, a boy's school operating in New York in 1638 (which remains a one-sex institution); and Boston Latin School, founded in 1635 (which did not become coeducational until 1972).
Nonetheless, sex-mixed education is at a lower level in the US long before it is extended to college. For example, in 1787, the predecessor of Franklin and Marshall College in Lancaster, Pennsylvania, opened as a mixed high school. The first registration class consists of 78 men and 36 female students. Among the latter is Rebecca Gratz, the first Jewish female student in the United States. However, the school soon began to experience financial problems and reopened as an all-male institution. Westford Academy in Westford, Massachusetts has been operating as a mixed high school since its inception in 1792, making it the oldest continuously operating school in America.
Colleges
A minister and missionary founded Oberlin in 1833. Pastor. John Shipherd (minister) and Philo P. Stewart (missionary), became friends while spending the summer of 1832 together near the Elyria. They found disillusionment along with what they saw as lack of strong Christian principles among West American settlers. They decided to establish a college and colony based on their religious beliefs, "where they will train teachers and other Christian leaders for the most endless fields in the infinite West".
Colleges and communities succeed in the cause of progressive and social justice. The earliest graduates of Oberlin are women and African Americans. While Oberlin was co-educated from its founding in 1833, the college regularly recognized African American students beginning in 1835, after the guardian and abolitionist, the Priest. Shipherd, make a decisive vote to let them in. Women were not accepted into the baccalaureate program, which awarded a bachelor's degree, until 1837. Prior to that, they received a diploma from the so-called Women's Course. The college recognized the first women's group in 1837: Caroline Mary Rudd, Elizabeth Prall, Mary Hosford, and Mary Fletcher Kellogg.
The early success and achievement of women at Oberlin College convinced many early women's rights leaders that joint education would soon be accepted across the country. However, for some time, women sometimes experience uncivilized behavior from their male friends. The prejudices of some male professors proved more disturbing. Many professors disagree with the recognition of women in their classes, citing research that states that women are physically incapable of higher education, and some professors find it difficult to recognize women's presence once they are accepted. Even today, there are many books, studies, and other arguments that claim that women and men learn so differently from each other because of their brain differences. One of these books is Boys and Girls Learn Differently! by Michael Gurian.
By the end of the 19th century, 70% of American colleges were coeducational, although the state of Florida was an important exception, moving towards greater segregation of education in state schools as mandated by the Buckman Act in 1905 and only returning entirely to a joint education in the system redesign requested at the end of World War II. By the end of the 20th century, many higher education institutions that had been exclusively for people of one gender became coeducational.
Fraternal education together
A number of Greek letter student communities have been established (locally or nationally) or expanded as co-ed fraternities.
"Coated" as a slang
In American everyday language, "coed" or "co-ed" is used to refer to a mixed school. It is also often used to describe situations in which both sexes are integrated in any form (eg, "The team is accompanied"). As a noun, the word "coed" is used to refer to female students in mixed schools. The use of nouns is considered sexist and unprofessional by those who argue that it implies that including women somehow transforms what is "normal" (male "education") into something different ("coeducation"): technically both male students men and women in educational institutions should be considered "coeds". Many professional organizations require that gender-neutral "students" be used instead of "coed" or, when gender is relevant to the context, that the term "female student" is replaced. Usage guidelines do not make exceptions for every use of nouns to distinguish a female student in an educational institution from a student in a women's special institution: they do not even mention the use, probably because the use is relatively rare and because the term can not distance us from not acceptable.
Coeducation effect
If the sexes are educated together, we must have a healthy sex, moral and intellectual stimulus of sex that once accelerates and improves all abilities, without the undue excitement of the senses generated from the novelty in the current isolation system.
Over the years, the question that many educators, parents, and researchers ask is whether it is academically useful to teach boys and girls together or separately in school. Some argue that co-education primarily has social benefits, allowing men and women of all ages to be better prepared for real-world situations, whereas a student who is only familiar with the arrangement of one gender may be less prepared, nervous, or anxious.
However, some authors argue that at a certain age, students may be more troubled by the opposite sex in a coeducational setting. This distraction can affect how often a student is willing to raise his hand in the classroom and encourage students to focus less on the lesson. Girls may have lower and more traditional aspirations and can choose jobs that tend to be more traditional in nature compared to science-related work. According to coeducation supporters, without classmates of the opposite sex, students have social problems that can have an impact on adolescent development. They argue that the absence of the opposite sex creates an unrealistic environment that is not duplicated in the real world. Some studies may show that in a classroom segregated by gender, male and female students work and study at the same level as their peers, the stereotypical mentality of teachers is removed, and girls tend to have more confidence in the class than they would at class coeducational.
See also
References
Further reading
- Fennell, Shailaja, and Madeleine Arnot. Gender Education and Equality in the Global Context: Conceptual Framework and Policy Perspective (Routledge, 2007)
- Goodman, Joyce, James C. Albisetti, and Rebecca Rogers, eds. Girls Secondary Education in the Western World: From the 18th Century to the 20th (Palgrave Macmillan, 2010)
- Karnaouch, Denise. "FÃÆ'  © minisme et coÃÆ'  © ducation en Europe avant 1914." CLIO. Histoire, Femmes et Socià © Ã… © tà © s 18 (2003): 21-41.
English
- Albisetti, James C. "Unlearned lessons from the New World? The British view of American education and women's college, c.1865-1910." Education History 29.5 (2000): 473-489.
- Jackson, Carolyn, and Ian David Smith. "Separate pole? Exploration of one sex and sex-mix education environment in Australia and the UK." Education Studies 26.4 (2000): 409-422.
United States
- Hansot, Elisabeth, and David Tyack. "Sex in American public schools: Institutional thinking." Flags (1988): 741-760. in JSTOR
- Lasser, Carol, ed. Educate men and women together: Collective education in a changing world (1987), college
- Tyack, David, and Elizabeth Hansot. Study together: History of coeducation at American public schools (Russell Sage Foundation, 1992) in K-12 schools
External links
- Rosenberg: History of Education
- American Council for CoEducational Schooling
Source of the article : Wikipedia
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