美国波士顿代写Assignment：单一性别学校

2017-04-26 00:52

然而，并非所有参加单一性别学校的学生都享有上述机会和福利。对于一些家庭来说，单性学校最重要的好处是加强他们的宗教或文化价值观。例如，穆斯林的宗教禁止社会化或联合活动的男孩和女孩的青春期后。政府不愿意资助穆斯林学校，尽管他们的数量在英国的一些地区迅速增加，因为这里没有争论的理由。这导致一些穆斯林家庭将他们的女儿送到他们的原籍国进行长时间的访问，或将他们登记到穆斯林家庭学校，而这些学校可能难以负担（1994）。“在罗马天主教和英国教会学校中，穆斯林女孩占据了其他少数宗教儿童的少数地方，这是不寻常的，”他们的家庭宁愿他们处于冲突的宗教环境，也不愿与男孩混在一起（山楂1994，5）。虽然这些学校认识到这样一个社区的道德和文化价值观，这些教育机构不可能提供一些上面讨论的机会。这些学校“减少提供给穆斯林女孩受教育的机会，因为人们认为这些学校反映的文化传统，将女性的弱势地位，给了他们一个不合格的教育.
美国波士顿代写Assignment：单一性别学校
However, not all participants in single-sex schools enjoy the increased opportunities and benefits listed above. For some families, the most important benefit of single-sex schools is the reinforcement of their religious or cultural values. For example, the Muslim religion prohibits the socialisation or combined activities of girls and boys after puberty. The government is unwilling to fund Muslim schools, although their number is increasing rapidly in several areas of the United Kingdom, for reasons that will not be debated here. This leads some Muslim families to send their daughters on lengthy visits to their country of origin, or to enrol them in Muslim girls’ schools that the family may find difficult to afford (Haw 1994). “It is not unusual to find Muslim girls taking up many of the few places available to children of other religions in both Roman Catholic and Church of England schools,” as their families would rather they be in conflicting religious environments than mixed with boys (Haw 1994, 5). While such schools recognise the moral and cultural values of such a community, these educational institutions are not likely to provide some of the opportunities discussed above. These schools “reduce the educational opportunities available to Muslim girls because it is believed that such schools reflect a cultural tradition which relegates women to an inferior position and gives them a substandard education” 

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