I assume boys and girls to have differences in their competence in the various subjects at school.
And I also believe there are different approaches to engaging each.
From what I’ve seen, boys tend to be better at math and girls better at language. It could be said that in mixed classes those less competent hold back the class as a whole. So in math maybe girls hold back boys and so in language boys hold back girls. That’s not to say neither a boy nor girl can excel in language and math respectively but that progress may be better met in all-boy math classes and all-girl language classes. There’s also the difference of what it takes to engage boys and girls. It may sound kind of simplistic but as an example boys tend to be more interested in machinery: trucks, planes, guns, robots, etc., if in class these tendencies can be applied then it may result in more advanced progress.
I believe there are few limits as to how far and much an individual can learn but the obstacles may come down to simply the way in which subjects are presented and interacted with. But in a mixed class the approach has to mediated as to what each sex appeals to - a math teacher for example may not be able to go as far would be possible by consideration of the girls.
It could be said that we already have all-boy schools and all-girl schools and these do not reflect my ideas in terms of what the students there achieve but it may be that education is currently based upon the idea that boys and girls are equal in terms of how and what they learn. And when there is a possiblity that this assumption is false there is then the possibility that students are being stunted by inadeqaute education principles.
I’d suggest, rather, that current education theory & practice (e.g. Assessment for Learning, Differentiated Instruction, Inclusive Education) is not based on such things as broad gender patterns, but rather on recognizing the great diversity of learners. The focus is not on a mythical equality, but the on-the-ground reality of differences.
At most, “Dumb” boys/girls are much more likely to “drag down” “Smart” boys/girls, etc. But even then, intellectual ability is not the be-all and end-all in learning achievement. Friendship, mentorship, leadership, and many other sets of skills are provided, arguably, far greater possibility in a mixed setting. Education is a global (read: all-encompassing, not planetary, though it’s that, too) concern, and not simply a matter of attending to artificially discrete sets of subject matter.
The manners of potentially segregating students are many and varied, and I’m sure I don’t need to list them here. But the single-most influential determinant of a child’s success is the presence of stable parental involvement. Coming from a “good home”. And allowing those who come from a “less than good home” to share the same classroom provides social modelling that would not be received otherwise.
The problem is segregation is bad, but kids have a right to the BEST education available to them.
Boys/Girls aren’t the same, we share most qualities but in important ways boys and girls THINK DIFFERENTLY, because our brains are different (different neuromachinery) different skills and different learning processes.
Boys can benefit more from certain methods of learning, they are better at certain subjects and vice versa.
Teaching kids in identical ways identical subjects is a mistake, segregation of boys and girls isn’t necessary, teaching in ways that highlight boys/girls strengths respectively is an option.
Boys/Girls shouldn’t be taught the same, they don’t think or learn the same, but scientific studies need to be done to show what sex differences help or hinder people learning. Even now teachers teach stuff in sex biased ways, depending on whether they’re male or female.
A male biology teacher likely teaches biology different from a female one, on average the male may place visualization of molecules, atoms, polypeptides etc while a female biology teacher may focus more on understanding complex processes conceptually. On average one sex will find one approach easier. I’m saying teachers should be aware of sex differences in learning and that if any single male/female has trouble understanding a conceptual shift could be necessary.
Intellectual ability isn’t the only factor but its the most reliable and it unfortunately sets limits. You could have all the friendship, leadership and mentorship in the world and still fail to understand even basic concepts. Infact the most popular people in school who have those things don’t always soar intellectual.
We should say those things help to bring out pre existing ability or unlocked untapped potential, they can’t rewrite your genetic code, which is largely responsible for how intelligent a person may become.