O n an unseasonably cold day last November in Foley, Ala. Bender teaches 26 fourth graders, all boys. Down the hall and around the corner, Michelle Gay teaches 26 fourth-grade girls. She also invited all Foley Intermediate School parents to a meeting extolling the virtues of single-sex public education. Four classrooms in each grade remained coed. Separating schoolboys from schoolgirls has long been a staple of private and parochial education. Boys are currently behind their sisters in high-school and college graduation rates.
In reality, both girls and boys are being shortchanged. Not much is gained by arguing about who is worse off, girls or boys. Boys today are more likely to be disengaged from the real world compared to boys 30 years ago. But American girls today are far more likely to be anxious and depressed compared with American girls 30 years ago. Which is worse: being a disengaged boy who sits in his bedroom happily playing video games 20 hours a week, or being an anxious girl who secretly cuts herself with razor blades? The question is meaningless.
Wonderfully different. And did you know those physical variations extend beyond simply the obvious? Boys and girls have distinct wiring in the brain, eye structure, and hearing acuity. Boys overestimate their abilities, and girls underestimate them. Boys feel just as deeply as girls, though they are less verbal.
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