Despite those who argue that men and women are treated equally in today's society, gender inequalities still exist. When it comes to education, some are convinced that it should not be divided based on sex; meanwhile, others believe that both sexes should attend separate schools. This topic has been controversial for decades, particularly since women were not admitted into American public schools until 1837. Ultimately, what is at stake here is whether student achievement is more beneficial in coeducational schools or in coeducational schools. same sex. To truly understand whether gender separation allows students to perform better, one must look at the situation based on educational outcomes in America over the last 200 years. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an Original Essay Originally, schools were established for white men for the purpose of succeeding in a higher career or field of work. According to Margaret L. Signorella, with a Ph.D. and a professor at Penn State Brandywine who studies psychology, women, gender, and sexuality, Thomas Jefferson saw women's education as an excellence only in the domestic sphere or in the arts, apart from that of white men who desired positions in government or more senior jobs. high. attend schools. Furthermore, most of what girls were taught was informal and generated at home. However, until 1837, as stated earlier by Johnson Lewis, women became full-time participants in the schools, graduating to a very limited extent. Since education was typically male, schools were separated between the two sexes and slowly began to integrate. Another important reason for gender separation between schools during this time period was heavily influenced by religion. Girls' parents, for example, would prefer to send them to an all-girls school so that they can avoid problems such as sexual harassment caused by boys or sexual encounters between both sexes. Today, an important factor for single-sex school education, as stated by Ra'anna Malik, is feminism which assumes that girls should attend an all-girls school (2013). It wasn't until 1972 that the United States passed education amendments stipulating that federally funded schools should not discriminate against the sexes, leading schools to further integrate by becoming coeducational. Moving forward a little, single-sex schools completely died out in the late 1980s and reappeared in the 1990s (Jenkins, K.J., 2006). The cause of the reemergence was due to the fact that people wanted to establish equity between the sexes. In essence, the No Child Left Behind education law has once again caused a large increase in single-sex schools across the country. Specifically, between the years 2005-2006, as stated by Nicholas Benham, Maya Desai, Madeleine Freeman, Tori Kutzner, and Karuna Srivastav with the Georgetown Journal of Gender and the Law, which focuses their publication on exploring the impact of gender and sexuality in both theory and law. Unlike the Equal Educational Opportunities Act, or EEOA, which essentially never really addressed gender issues in education, the No Child Left Behind Act (NCLB) was pursued for different reasons. Additionally, the original authors hoped that [the law] would address the legalization of single-sex classes in public schools, which was previously considered anti-sex discrimination in education by Title IX law. In the recent ones.