"The push for more single-sex instruction in public schools is based on weak, “misconstrued” scientific claims rather than solid research and may do more harm than good, according to a study published in the journal Science. […] Evidence is more clear that sex segregation increases gender stereotyping and legitimizes institutionalized sexism, the authors write."

"The authors cite as unfounded work by [Leonard] Sax that boys and girls, for example, respond to classroom stress differently because of differences in their autonomic nervous systems, which make boys thrilled by loud, energetic or confrontational teachers, such as “What’s your answer, Mr. Jackson? Give it to me!” while girls prefer to be approached by a gentler touch, such as “Lisa, sweetie, it’s time to open your book.”"

Lire l'article

Source : The Washington Post, 23/09/11