Co-education: The Natural and the Best!
By: Dr John Collier
Posted 21 October 2009
It has been a pleasure to teach in a coeducational environment for so many years. There is a certain wholesomeness and naturalness to it, one that enriches staff through the differences and variety of their students. Each gender seems to complement one another; the energy and vitality of the boys, who are so full of beans, and the relational nature of the girls seems to rub off on the other gender. It curbs, in a positive way, the excesses of each gender. It makes for more well rounded people that are fully prepared for life after school.
Proponents of co-education are often accused of lack of advocacy for the mixed gender educational experience. However, it is assumed to need no justification, as it mirrors most of life. After all, most workplaces, and society in general, are mixed gender, so clearly an educational experience which conforms to this could automatically be regarded as the best preparation. Over the many years I have taught at co-educational schools, I have witnessed students gain a comprehensive, integrated education as they teach and learn from each other. There are definite benefits to be had in skills sharing; students loan notes and resources and definitely learn to trust and care for those around them. One memory that has remained with me clearly demonstrated the pastoral care that extends throughout the whole student body of co-educational schools. A Year 9 boy became extremely ill whilst on the bus to school, and the girls around him had the presence of mind to contact an ambulance and his doctor so that they were waiting for him as the bus pulled in. I have seen boys study food tech and hospitality and excel to become the most talented in their cohort. Similarly, I have seen many girls progress to careers in areas such as engineering. In co-educational schools neither sex is hampered by preconceptions about what should be studied. From my experience, teachers also benefit; it enables them to develop versatility and tailor their approach to each specific student.
Dr Judith Gill, Senior Lecturer in Education at the University of South Australia and acknowledged Australian expert on gender issues in education, commented that ‘once the factors of ability and socio-economic background are taken into account, there is no empirical evidence to support the belief that in single sex schools girls do better than their counterparts in co-educational schools in terms of personal confidence or academic success, including they key subjects of maths, science and technology’. Similar conclusions have been reached this year by Australian researcher Dr Geoffrey Shaw, who analysed research on single-sex education from Australia, New Zealand, Britain and the USA. Shaw found the assumption that single-sex schooling yielded better academic results was overturned by the research, which found that single or mixed gender settings made no differences to academic outcomes.
The numerous benefits to co-education are not only limited to the academic sphere. There are enriched possibilities for co-curricular activities when boys and girls attend the same school. I have witnessed the great support that students offer each other as they cheer one another on at sporting matches. Girls encourage boys and vice versa. Communities are built. Boys and girls work together in various musical ensembles, with their ability to complement each other’s skills is made clear in musical productions.
Another important finding from research relates to processes of socialisation. The extremes of boys’ behaviour are substantially moderated in a co-educational environment. Research also indicates that these gains are not at the expense of outcomes for girls. Boys and girls can benefit in terms of confidence and self esteem. HICES (Heads of Independent Co-Educational Schools) is the peak independent co-educational association in NSW, representing some 40 co-educational schools. Heads of HICES schools have said that the education of the ‘whole’ person is best achieved in a co-educational environment, where boys and girls can develop mutual understanding and feel confident with members of the opposite sex. The presence of girls can moderate the more ‘macho’ stereotypes of masculinity and enable more sensitive boys to flourish and to establish cross-gender friendships. The presence of boys can temper the more exclusivist nature of girls’ friendship groups in the early and middle years of education and allow partnership, fellowships and natural respect to develop in the senior years.
Boys and girls who are familiar and comfortable with learning and working with one another at school find the transition to mixed-gender university and workplace life quite easy. Co-education allows siblings to be together in one school, which provides a wholesome all-of-family education and avoids the time-consuming requirement of parents needing to relate to multiple schools for their sons and daughters. Researchers Schuden, Payne and Newton agree that students and teachers perceive the co-educational environment as more pleasant and more relaxed experience. A study by Dale found these communities tended to be happier communities for staff and students.
Dr John Collier B.A., Dip.Ed, Dipl.Bibl.St., Ed. D, FACE, MACEL, is Head of St Paul’s Grammar School Penrith, the second co-educational school he has led in 20 years of Principalship.
