Educational Environment (Coeducation / Segregated) and the Progress of Speaking Ability among Iranian EFL Students

Ebrahimi, Mohammad Reza; Yarahmadzehi, Nahid

doi:10.17507/tpls.0511.04

Cited by 3 publications

(3 citation statements)

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“…In different African case studies, Lee and Lockheed (1990), Mbilizi (2010), Picho and Stephens (2012) (as cited in Evans 2014) have reported the positive result of single-sex (girls') schools on academic achievement of girls. Besides academic achievement, some researchers have pointed out a positive impact of single-sex schools on speaking abilities (Ebrahimi and Yarahmadzehi, 2015), self-esteem (Sullivan, 2009), participation in physical activities and subject selection (Spielhofer, Benton and Schagen, 2004). Co-educational settings have been considered as risky environment for girls where girls are marginalized and belittled (Francis 2000, Jackson andBisset 2005;Jackson 2010;Pahlke, Bigler and Patterson 2014).…”

Section: Introductionmentioning

confidence: 99%

Gender dynamics in co-education schools: a comparative study of two schools in india

Narwana¹,

Rathee²

2017

com

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Different forms of schooling i.e. single-sex or co-educational have been discussed in educational academia from the perspective of its impact on gender equality. The debate revolves around the question: which form of schooling (single-or co-educational) will be effective on combating prevalent gender stereotypes. With the contradictory evidences, this paradoxical discussion remains inconclusive. Based on a comparative analysis of two co-educational schools, the present paper aims to analyze the co-educational schooling and its relation with gender equality. The paper attempts to contribute to the debate by arguing that any policy (co-education schooling here) is largely mediated by socio-cultural and traditional context of the institution. By drawing linkages between socio-cultural aspects and schooling practices, it endeavors to analyze parental concerns, role of school as an agency and interface with culture and tradition, and its impact on peer behavior. With the help of qualitative data collected through semi-structured interview of stakeholders, school officials, community leaders and focus group discussions (FGD) with students, the paper argues that provision of co-educational schooling solely cannot influence gender dynamics as school being a social institution is largely influenced by its socio-cultural settings. In spite of being co-educational, different school practices and gender dynamics in both the schools reflect that considerable factors remain accountable for accomplishment of education policies.

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Section: Introductionmentioning

confidence: 99%

Gender dynamics in co-education schools: a comparative study of two schools in india

Narwana¹,

Rathee²

2017

com

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“…The teacher defended portraying male roles in the image as realistic and fair. The learning morale of female students gets destroyed when they see images representing women as beings confined at home (Ebrahimi & Yarahmadzehi, 2015;Smyth, 2010). The student recalls the situation calmly, indicating that her frustration had reduced as the female role in society changed.…”

Section: Students Reviewsmentioning

confidence: 99%

Debating the Mixed Gender Classroom and Saudi Female Students Visibility in Coeducation

Eman AlJuhani

2023

tpls

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In Saudi Arabia, the country is making strides to improve its educational sector, specifically in coeducation. While the concept of female students in leadership positions is novel in this country, the government is endeavoring to reduce gender segregation and same-sex education in schools, to empower women. There are already existing coeducation opportunities for females pursuing undergraduate levels in medical majors, including for scholarship pursuits outside the nation. Many universities aim to enroll thousands of students in Saudi Arabia's first coeducational higher-education programs. Furthermore, studies show that education can be even more reinforced through enhancing ESL methods in this higher education, enabling both male and female graduates to compete with peers worldwide. Therefore, this study examined three Saudi ESL students who took English classes at Root Hall, Union University (pseudo name), exploring their viewpoints about mixed-gender classrooms and their influence on English language development. The results determined that their confidence significantly improved through coeducational programs and English language proficiency.

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“…In different African case studies, Lee and Lockheed (1990), Mbilizi (2010) and Picho and Stephens (2012; as cited in Evans, 2014) have reported the positive effect of single sex (girls) schools on the academic achievement of girls. Besides academic achievement, some researchers have pointed out the positive impact of single sex schools on speaking abilities (Ebrahimi & Yarahmadzehi, 2015), self-esteem (Sullivan, 2009), participation in physical activities and subject selection (Spielhofer, Benton, & Schagen, 2004), and co-educational settings have been considered as a risky environment for girls where girls are marginalised and belittled (Francis, 2000; Jackson, 2010; Jackson & Bisset, 2005; Pahlke, Bigler, & Patterson, 2014). In parallel, there have been studies which highlight the disadvantages associated with single-sex schools.…”

Section: Introductionmentioning

confidence: 99%

Gender Dynamics in Schooling: A Comparative Study of Co-educational Practices in Two Socio-cultural Milieux

Narwana

Rathee

2019

Indian Journal of Gender Studies

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Different forms of schooling, single sex or co-educational, have been discussed in educational academia from the perspective of their impact on gender equality. The debate revolves around the question: which form of schooling (single or co-educational) will be effective in combating prevalent gender stereotypes? With the contradictory evidence, this discussion remains inconclusive. With the help of inferences from evidence both factual and anecdotal, the paper attempts to delineate the need to consider socio-cultural dimensions for developing a deeper understanding of gender dynamics in schools. Understanding the role of the social context called for a comparative analysis of two co-educational schools from different socio-cultural contexts: a rural government school in a state characterised by traditional gender norms and an elite private school in a metropolitan city. By drawing linkages between socio-cultural aspects and schooling practices, it endeavours to analyse parental concerns, the role of the school as an agency, the interface of caste, culture and tradition and their impact on peer behaviour in both the schools. The study has led to the conclusion that a combination of factors retards or promotes the accomplishment of education policies in individual schools.

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Educational Environment (Coeducation / Segregated) and the Progress of Speaking Ability among Iranian EFL Students

Cited by 3 publications

References 10 publications

Gender dynamics in co-education schools: a comparative study of two schools in india

Gender dynamics in co-education schools: a comparative study of two schools in india

Debating the Mixed Gender Classroom and Saudi Female Students Visibility in Coeducation

Gender Dynamics in Schooling: A Comparative Study of Co-educational Practices in Two Socio-cultural Milieux

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