ABSTRACT
The debate concerning single-sex education for girls often reveals more about those involved in the debate itself than about the details of experiences or outcomes for female students. Since schools and systems have the power to change structures rather more easily than to alter the behaviour of teachers or pupils, the arguments about the advantages and disadvantages of single-sex schooling are often couched in terms of easily measurable outcomes. Increasingly equal participation in schooling, however, did not lead to improved outcomes for girls. At issue is whether the behaviour and attitudes of one half of the school population can be permitted to restrict the actual interest and usurp the learning rights of the other half. If boys themselves are a barrier to the science education of girls, it may be a solution to separate the sexes at this stage. Another important aspect of classroom dynamics relates to boys' dominance of the classroom.
