Girls discussing mixed-sex sex education all described the various ways boys and girls reacted to the sex education lessons. The description given about the boys was that they would be very disruptive by joking in the classroom. This was distinction made with the girls. A few girls would be encouraging about the joking and fun boys bought to the lessons, they would enjoy and join in with being apart of the humorous behaviour. Even though a few girls would contribute to the disruptive behaviour most of the focus on the problems made during the lesson is caused by boy’s behaviour. In other studies on school-based sex education lessons with girls’ contribution, it was discovered that boys’ behaviour interrupted and termination of engagement and achievement of information, during the lesson given. A lot of time and learning is taken away from the girls while the teacher is disciplining the boys
Sexist comments were mentioned by the girls’ representation on the boys’ disruptive behaviour and criticism of the other girls, with findings that they felt reluctant or incapable to participate in lessons. “One girl described how the boys tried to dictate girls’ involvement and often sexualised them.” (Taylor and Francis). The young girl described this as a fantasy boys have to imagine a girl is naked and in sexual action. “Men and women are positioned as binary opposites.”(Swirsky). Girls found that if they had any interest or showed any recognition of knowledge on a sexual subject it places them at a risk of being pestered by boys, who would use the opening to imply that their knowledge or interest reveals that they are promiscuous.
Some of the girls sated that as a disadvantage of having mixed-sex sex education with boys was that on an average every day school experience, some of the girls would undergo sexual and physical assaults from the boys. “Some ways [it’s better] without boys, but other ways it’s good” (Taylor and Francis). The girls say that it is better without the boys as of the immoral behaviour from the boys. The girls tend to talk more about their experiences in mixed-sex classes they have had rather than their experiences in single-sex classes. When the topics in the single-sex classes were about contraception or on menstruation then it was mentioned. “Girls identified the main advantage of both single-sex classes and mixed-sex group work as being that they felt able to talk more openly and focus on the information and issues that they wanted to talk about.”(Taylor and Francis).
Boys were more hesitant to discuss their experience and opinions on single-sex and mixed-sex sex education than the girls. The boys were more optimistic about having sex education in mixed-sex classes than the girls, though their descriptions of the classes were positive. The criticism focused on the matter of the classes felt to be extraneous. A number of the boys mentioned potential benefits of single-sex groups. A majority of the boys felt incapable to contribute in the lessons. “You can’t express your feelings in front of girls.”(Taylor and Francis). Other boys found that it was hard to ask questions on embarrassing topics in front of the girls and it would expose the boys to be mockery in front of the girls. The boys did not take any responsibility for being disruptive but suggested that “disruptive behaviour was a way of dealing with underlying anxiety and fear”( Taylor and Francis). A number of the boys found that the boys who were disrupted were not immature but “they’re too scared or afraid to say what they want.”(Taylor and Francis).
From a positive aspect of the mixed-sex sex education both boys and girls experiences have a potential advantage that reflects on them working with the opposite sex. The focus on mixed-sex classes was that it gave the girls and boys an advantage “to share their views, with the other sex, and that this enabled them to learn about and understand each other better.”(Taylor and Francis). Several boys felt that girls were favoured by receiving consultation in single-sex classes as they felt that the boys missed out on gaining information. Boys and girls working together is essential in order to expand their confidence about conversing with each other. Some girls expressed how spending more time with boys gave them the opportunity to observe the boys and deciding whether or not they were appropriate for them. “Socially constructed femininity and masculinity”(Swirsky). In the same way some boys said that having mixed-sex classes gave them the opportunity to learn about the opposite sex and give them a better foundation on oncoming relationships.
Asian girls had received single-sex sex education until year 10, not giving them the opportunity to socialise and encounter with boys. This was an image seen as a girl’s reputation and social rank would be ruined by socialising with boys. The Asian girls found that the mixed-sex groups were “new and exciting, and providing a valuable opportunity for learning about boys”( Taylor and Francis).
Girls and boys debated that the characteristics of the teacher was important, so they could be comfortable and relate to the teachers as they are experienced and not embarrassed to have discussions. It is important that the teacher listens, responds and treats the girls and boys equally. Various girls said that a female teacher would be more understanding, “a female teacher might be more likely than a man to understand their experiences and perspectives.”( Taylor and Francis). Girls found that interacting with the male teacher could become an opening for the boys to start teasing them. It was expressed that boys tend to find that issues raised in the lessons to be irrelevant, as they seem to think they already know everything there is to know about sex education. Lenderyou and Ray(1997) and Forrest(2000) have identified that the failure of sex education to address issues considered by boys to be important and relevant, and influence of this on their disengagement and disruption in lessons. In spite of this, topics raised by the boys were women’s sexual pleasures, how to have sex, masturbation and erections.
The past experiences of sex education and social experiences had a large influence on the opinions of the girls and boys on single-sex and mixed-sex sex education classes. Interaction between boys and girls becomes easier when one is at an older age as boys tend to talk and express themselves more openly. As reported by Evans and Colleagues(1994) that younger girls want single-sex classes and older girls want to learn more about the opposite sex by mixed-sex classes.
In comparing students’ opinions it was shown that the girls contributed more than the boys by speaking more about the issues raised and being more passionate in expressing their views and ideas. “Comparing interaction in mixed-sex with that in single-sex groups further illustrates the difficulties that boys and girls have with expressing their own views and engaging with ideas that have implications for gender identity.”(Taylor and Francis). Girls were able to express themselves and their views more freely in single-sex classes, yet the boys found it more difficult to communicate with each other in single-sex classes. “Whilst single-sex groups seem to enable girls to express and explore their views, these appear to reduce the likelihood of boys feeling able to express their opinions.”(Taylor and Francis). Most of the girls have stated that they would rather have their sex education in single-sex classes. As girls talk at length about their choice for single-sex and mixed-sex classes, they talk pessimistically about the experiences of the boys’ behaviour. Where as boys seem to find communicating about issues much more difficult to adapt to especially in single-sex classes. Most of the students tend to share the same views that mixed-sex lessons “is an effective and appropriate preparation for ‘real life’, providing an opportunity to get to know the other sex.” (Taylor and Francis). Sex education provides increasing opportunities for students to learn about professional and personal control of life. From studies made it was seen that spontaneous discussions were more successful with the students than planned lessons. More sex education will be beneficial to girls in single-sex classes but some with boys in mixed-sex classes. It has been discussed that more single-sex classes are going to be in process for the girls, as well as mixed-sex classes working to meet the needs of boys.
The young girls and boys preferences for single-sex and mixed-sex sex education classes were resulted by preferred choice, 34% of the girls and 17% of the boys wanted all classes to be single-sex, 25% of the girls and 19% of the boys wanted some of the classes single-sex and some mixed-sex and 41% of the girls and 65% of the boys wanted the lessons to be mixed-sex classes. Some of the students’ participation was reflected by their ethnic composition. “Ethnicity: ones personnel identity.”(Barnes). The majority of the participants were white but there were several Asian girls and one Indian, two Pakistani and three African-Caribbean boys. The race of the participants were not a factor as the main purpose of the research was the views and experiences of the students’ sex education. As referred to by Solomos in 1999“Race refers to social groups which differ in terms of physical attributes accorded social significance.” (Barnes).
From personnel experiences I agree with Kreuse(1992) approach that single-sex groups work separately and then come together in mixed-sex classes. Where the students can interact with their own sex, express themselves freely and have comments and discussions concerning the opposite sex then bring the points to the coming together of the mixed-sex class.
Bibliography
1) Barnes, C, 23 October 2003, Race and Ethnicity: implications of identity, Lecture Notes, Week 5.
2) Social Exclusion Unit, 1999, Department for Education and Employment [DfEE], 2000
3) Swirsky, R, 9 October 2003, Gender, Lecture Notes, Week 3.
4) Taylor and Francis Ltd (2003), Mixed-sex or Single-sex Sex Education: how would young people like their sex education and why?, Gender and Education, Vol. 15, No. 2, Carfax Publishing.
