A new report by LFA and Grunwald Associates, with support from AT&T, examines how parents perceive the value of mobile devices, how they see their children using mobiles, and what they think of the possibilities for mobile learning.
Blog Posts By Rebecca Mazonson
Editor's note: Rebecca Mazonson is a junior at Brown University. She interned at the Learning First Alliance during the summer of 2010.
As a graduate of a single-sex high school, I can attest to the premise that the single-sex educational experience can be a liberating one, free of many of the distractions and frustrations of coeducation. My classmates and I felt little pressure to wear makeup or be “coy” in the classroom. We readily embraced (consciously or not) the school’s motto of “women learning, women leading,” pushing ourselves to explore academic and career realms that suited our interests, rather than subscribing to gender stereotypes or traditional roles.
I don’t know that this is true for all students who attend or attended single-sex schools. But I contest the assumption that a separation of genders in school necessarily reinforces gender stereotypes. Indeed, I am constantly aware of the ways many of my female classmates at my co-educational university constrain themselves in the classroom or lecture hall, and usually without being aware of it. I have discussed with professors the perennial problem I witness of male students being readier to ask questions or make presentations than female students. (I am talking in the aggregate here. There are clearly exceptions, and I like to think that I am one of them). Having attended an ...
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