English12 ARP

CONCORD IN DIVERSITY:

PROPOSITION IN MAKING SCHOOLS

CO-EDUCATIONAL INSTITUTIONS IN THE PHILIPPINES

Austin Blanch

English 12 | Section R19

25 January 2010

ABSTRACT

This article aims to: a.) elaborate the distinctions between the curriculum of single-sex and mixed-sex schools; b.) present the aspiring results of a student who will be finishing in a co-educational school; c.) state the facts that it is more appropriate for our economic state to form good quality schools that may solve the scarcity of educational resources; d.) distinguish the consequence of entering a mixed-sex school for the individual—competent and prepared for the real world. The scope of the research done in this article is the cause as to why this proposition is superior to that of the exclusive schools, and present the effects that would materialize if co-education is established by the Philippine government. This study is limited to international schools, vocational schools, and the like, as it caters to different set of people.

INTRODUCTION

This paper argues that co-educational institutions should be established in this state with high population and scarce resources. The Philippines is a country known for its rich natural resources—fertile, arable lands, diverse flora and fauna, extensive coastlines, and rich mineral deposits (“Philippines,” n.d.). Our country also boasts of its human resources—excellent working quality of employed individuals all over the globe. Ironically, the state is deprived from its production wealth—particularly to its educational staff and materials.

Our country faces a lot of controversy as to how to empower its educational system and the children. The government is continuously uncovering ways on how to maximize our resources without compromising the intellectual and social growth of the children. The solution on how to amplify the problem of school rooms shortage should also be the respond on how to improve the academic and co-curricular development of the students.

Children, at young age, perceive their environment as that of their home—where they could eat, sleep, learn and interact with other people. These basic findings are not hard to understand to fully cater to their growth offered by their preferred school where they will enroll. In this case, the school’s curriculum should provide their students the support required for the whole preparation process. This progression should be done in a gradual manner so that the child will not feel the abrupt change in his or her social mind-set.

Mixed-sex education is termed by The Probert Encyclopedia as “the education of the two sexes together, not only in the same institution, but also in the same classes. The idea is coincident with the belief that the mental capacities of boys and girls are equal, and that their roles should to a large extent be interchangeable”. This term is commonly called “co-ed”.

In our current society, the functions of each gender are extended according to what the world requires of them. Both should learn how to exist in an environment where they can survive as an individual and co-exist with their opposite sex. The responsibilities that they carry should be taught and understood at an early stage. Thus, the government should respond to this issue with all the available resources.

The spending level allotted by our government for education is only 2.5% of Gross National Product (GNP) - even lower than the median expenditure of those countries with the lowest income group (Raya, 2008). This shows that there are other recipients who make or prepare the annual budget appear to be of high priority - the national defense, social security, medical and health care, infrastructure, other mandatory expenditures, and interests.

The questions centered on whether the education of girls and boys should be: separate and distinct; separate but the same; together and the same; or together but different will be clearly unraveled.

Although self-identity should be understood and learned in a single-sex school, the state should allow the children to interact at an early stage with the opposite sex by establishing co-educational institution, because it shows the distinction of social responsibility to become effective and responsible citizen.

DISCUSSION

Necessity

There are issues/concerns to consider in making the school a co-educational institution that would be essential to the individual. Primarily, since the dissimilarity between the two sexes is desirable and evitable, certain problems may arise from the societal or scholastic forces that may limit their academic performance in a single-sex school. According to an educational psychologist Eggen (2001), we have to understand the gender role differences that exist in the classroom atmosphere. The gender role identity—beliefs about appropriate characteristics and behaviours of the two sexes—should be considered by these institutions.

The contrasts of their social responsibility as an individual are easily recognized at an early stage. Thus, after finishing their studies, the Filipino students would be fully equipped and geared up for their respective roles. Filipino children can learn fast in school or from their own families. Exposing them to these gender role responsibilities would make them better persons in the future.

Secondly, the curriculum in the mixed-sex schools has significant gender differences in their measured ability as that of a single-sex school. The children are taught by these social institutions on how they have to adopt and embrace the attitudes and aspirations expected by the society regarding their gender. Girls have the ability to excel in verbal tests, while boys have gained higher scores in visual-spatial ability tests. However, there are no convincing evidences that would generally affect their abilities by their biological sex (Chapman, 1986).

In fact, these differences should be seen positively. For these reasons, Filipino boys and girls will perceive it as a complementary to their abilities. In the end, they will express different occupational aspirations and land in a job with a variation in employment.

Lastly, the performance of an individual is affected by the gender and number of students inside the classroom. The findings and interpretations studied by a Filipino professor in the University of the Philippines, Alicias Jr. (1996) show the distribution of classes by subject area and class section. These give us the fact that the majority of the classes that were scrutinized came from the higher sections—with a mixed-sex class.

It implies that the performance of the pupil with the presence of their opposite sex is momentously influenced. Therefore, the lesser the students inside the mixed-sex class, indicates that a Filipino student will get greater academic scores.

The contention that would hinder the necessity in making the schools co-educational is the protection against the gender discrimination inside the classroom. To oppose this argument, it would be more unfair for the single-sex class, when the students are segregated from their opposite sex (Dowd, 2006). This would further obstruct their understanding in their differences in academic performance and co-curricular activities. Therefore, it would be best to see young Filipino boys and girls interacting at an early stage. This serves as a training ground for them in preparation for the real world—a continuous interaction of men and women in the industry they would be in the future.

As for the mentors—considering what their gender is—in a mixed-sex class, questioning their prejudices among their students would also be questioning their competency in their profession. It would be unprofessional for them to show their personal interest while they are inside their classes. This should not be a problem with regards to this proposition.

Beneficiality

This proposition would generate advantages for the individual and the society as well. First, interaction with the opposite gender would yield for a greater contentment in their mature age. A professor in Columbia University, Ruth Strang (1967) mentions that, “Differences in the sexes are developed during the early years of childhood as the society requires them. Slightly more than half of the college students cooperating in a study felt that frequent intellectual and social contacts with the opposite sex tended to improve their emotional adjustment and to increase their satisfaction with life.” (p. 57).

This is an issue of the heterosexual relationships that occurs in co-educational schools. Majority of the students did not feel that the presence of the other sex in the university interfered with their studies. Moreover, it was observed as an inspiration to get high grades in their desired course. The same applies for the Filipino students who believe that they will be facing the challenges in competing with their opposite sex in both academics and co-curricular activities rather than the balance of studies and personal relationships.

Second, this type of academe is envisioned to be the solution to a society with mixed financial status. According to a professor in University of California-Santa Barbara, R. Murray Thomas (1965), “The school is seen as the great leavening and leveling agent. All of the children in the community are in classes together, except for a few boys and girls from upper-class families who are sent to private schools…He might better attend one that enrolls a majority of middle- and upper-class students who can serve as models for their behaviour.” (p. 19).

It is said that the learning, which results from the intermingling of different social levels is very important for the success of a democracy—which the Philippines is known for. This claims that when Filipino children have daily contact with people from different sub-cultures—gender, class, ethnicity—they easily develop understanding, tolerance and ability to get along well with others. As a person, they would feel no discrimination regarding the social class they are in, especially with respect to gender.

Third, this form of curriculum would yield to an environment with comfortable living for the person. It was argued by a professor of education in the University of Michigan, Valerie Lee (2002) that it provides opportunities for the students to work in a social and relaxed atmosphere. According to the single-sex school characteristics, it shows that there is a bias result with regards to the faculty-student ratios and staff resources between boys’ and girls’ schools. Boys’ school faculties are somewhat more educated and stable, both in permanencies of employment and in annual turnover rates. Tuition levels are also higher in single-sex schools than in co-educational schools.

These studies suggest that it would be best for the Filipino parents to enroll their children in a co-ed school or mixed-sex school, not only because it offers better financial support for the family but also great studying ambiance for their kids and opportunities to interact with the opposite sex. At the same time, Filipino students would experience a better training in preparation to for their future lives.

What impedes in making a school co-educational is the assertion that self-identity should be understood and learned in a single-sex school. Contrary to this argument, the interaction among the opposite sex will yield to more productive learning of one’s identity (Udry, 2004). Seeing the male and female strengths and weaknesses will give the child a better perception of his responsibilities and abilities. We sometimes perceive or give meaning to the issue, which is entirely different from its true meaning. This is similar in forming the self-identity of a child, exposing him to a mixed gender atmosphere rather than putting him in a same gender class where it will be harder for him to learn his uniqueness.

Practicability

Establishing co-educational institutions is very realistic especially because of our country’s condition. There are facts to consider that this proposition is highly effective. According to a professor in Sociology of Education in Providence College, Cornelius Riordan (2007), “Historically, mixed-sex schools were economically more efficient. Men’s and women’s colleges also become co-educational largely as a result of economic force…Single sex schools work to improve student achievement, but this effect is limited to socio-economic status and/or students who are disadvantaged historically. They have a less satisfactory social life than students in co- educational schools.” (p. 148).

The Philippines is a developing country—it strives to take full advantage of its resources to improve its economic status. It is best for the government to build a school that is practical, effective and efficient for the people but with high standard of teaching and learning. It is not difficult to sympathize that more Filipinos would benefit from a low cost of education for their children. Cheaper tuition rate does not mean poor educational standards. This means that more Filipino families could put their children to schools with high standards but are affordable.

Status symbol or social class is the major factor that conditions the strength and leadership of single-sex school. This contradicts the belief that students in co-educational schools will have more adequate lifestyle.

To strengthen this argument further, the Organisation for Economic Co-operation and Development (1969) pointed out the fact that with the scarcity of educational resources existing in our economy, the state should maximize these resources and utilize it for the benefit of the majority. The quantitative change and qualitative improvement can be done as there is enough finances that will support these issues.

The educational sources like schools, teachers, teaching/school supplies, etc. are scarce in the Philippines. Therefore, we can settle on three broad types of policy discussions given by the Organisation for Economic Co-operation and Development regarding its importance.

1. Alternative methods of educational finance;

2. Priorities within educational policy; and

3. Potential rate of educational technology.

These discussions would be in its complete effectiveness if the government would be cohesive to its decision in making the schools co-educational. It will only point out to at least single concrete idea. That is, co-education is the solution for maximizing the allotted budget of our education standards.

Lastly, the time that a teacher requires for each pupil is lesser than in a large class ratio. The Organisation for Economic Co-operation and Development (1983) observed that the class size has an effect on the cognitive performance of the students. It does not affect the pupils from small class size, on how they are taught by their mentors. What is self-evident seems to be the emphasis on individualized learning is not compatible with large class size; for the mentor needs to discuss the lesson individually to each pupil.

Since mixed-sex classes are projected to have smaller class size, the personalized learning of a Filipino student is in its most effective state. The time it takes for the teacher to have a one-on-one schooling with his/her students is less than that of a single-sex school with a larger class size. Therefore, the Filipino students would be competent enough to face their challenges in life, even outside the four corners of the classroom.

Some analysts contest the feasibility of making the schools co-educational. They assert that exclusive schools can maximize their funds better since they only distribute it among single-sex schools’ student activities and programs. If we observe the bigger picture, these funds do come from the tuition cost that the students pay and only few could afford it. It is only fair for these exclusive school students to have activities appropriate to their gender. However, it would benefit both parents and children, if these students were enrolled in a co-educational school which are more economically responsive and with low-cost tuition fee.

CONCLUSION

Establishing co-educational institutions is very essential in this country. One, there is a limitation in academic performance of an individual placed in a single-sex school. The gender role identity differences should be considered in forming a school. Two, the curriculum in mixed-sex schools have significant gender differences compared to single-sex school. These distinctions will aid the Filipino children in seeing their complementary abilities towards their opposite sex. Three, the Filipino student’s performance inside a mixed-sex class is greatly affected. The gender and number of pupils belonging to his class affects his desired ability and class learning.

There is a dispute on the demand of establishing co-educational institutions due to the gender bias that is present inside the class. Conversely, it is on the part of the student enrolled in a single-sex school who will experience inequality among them. It is for their mentors to teach the students to be open-minded and express his professionalism inside the class.

Co-educational institutions are advantageous both for the student and the Filipino community. First, the collaboration with the opposite gender at an early age will depict contentment in the long run. Second, it is seen as a great leavening and leveling agent for countries that practice democracy. It is beneficial for the Filipino youth to exercise a social environment that is equal and unrestricted to gender, status and ethnicity. Third, it will provide Filipino students an atmosphere that is relaxed and comfortable. This is factual as the atmosphere inside the classroom mimics the real world.

An argument that counters the effectiveness of this proposition is the claim that self-identity is better understood in an exclusive school. This was refuted since the presence of the opposite gender would greatly aid the student in discovering his self-identity. It is in their peculiarity that would give the optimum results in finding one’s purpose.

Developing co-educational institutions in the Philippines is practical, feasible and economical due to low-cost tuition fees but with high standards, which is affordable by many families. As such, the problem with the scarcity of our educational sources is eminent. Therefore, the government should focus on these resources to meet the demands of the state. Likewise, the time it takes for the teacher to educate a student belonging to single-sex class is less than that of a mixed-sex class; since the class size of an exclusive school is greater. An individualized learning for a Filipino student is greatly effective to be a competent character in the future.

Critics claim that exclusive schools use their finances better since they allot it for programs that would benefit their students. It is only fair; because their students pay a bigger amount for these programs that would help them. However, one does not need to pay the same amount if he can obtain a better result in a co-educational school.

For these reasons, the proposition of making schools co-educational institutions is necessary, beneficial and practical.

REFERENCE

(n.d.). About the Philippines; Natural Resources. Retrieved, January 11, 2010, from http://www.philippine-history.org/about-philippines.htm

Alicias Jr. E. (1996). Classroom observation and related fallacies : lessons for educational administration. [S.l.] : Alicias.

Chapman, K. (1986). The sociology of schools. London : Tavistock.

Co-education. (n.d.). In Probert Encyclopaedia online. Retrieved, January 11, 2010, fromhttp://www.probertencyclopaedia.com/browse/AC1.HTM

Dowd, N. (2006). Diversity matters: race, gender, and ethnicity in legal education. Retrieved, January 15, 2010, from http://www.aals.org/profdev/women/dowd.pdf

Eggen, P.D. (2001). Educational psychology: windows on classrooms. New Jersey : Merrill/Prentice-Hall.

Lee, V. (2002). The Jossey-Bass reader on gender in education. San Francisco : Jossey-Bass

Organisation for Economic Co-operation and Development. (1969). Development of secondary education : trends and implications. [Paris] : OECD.

Organisation for Economic Co-operation and Development. (1983). Compulsory schooling in a changing world. Paris : OECD Pub.

Raya, R. (2008). Perspective: Filipino Families and Government Spending Less on Education. Retrieved, January 11, 2010, from http://www.focusweb.org/philippines/fop/jun2008/

Riordan, C. (2007). Sociology of education : a critical reader. In Alan R. Sadovnik (Ed.), What do we know about the effects of single-sex schools in the private sector? : implications for public schools. New York : Routledge.

Strang, R. (1967). Behavior and background of students in college and secondary school. New York : Harper.

Thomas, R.M. (1965). Social differences in the classroom: social-class, ethnic, and religious problems. New York : McKay

Udry, J.R. (2005). Risk factors differ according to same-sex and opposite-sex interest. Journal of Biosocial Science (2005), 37:4:481-497 Cambridge University Press. doi:10.1017/S0021932004006