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In addition, claims that boys and girls learn differently is not supported by brain research since neuroscientists have found few sex differences in children's brains beyond the larger volume of boys' brains and the earlier completion of girls' brain growth, neither of which is known to relate to learning, the article states.
Differences among the sexes can grow in sex-segregated environments, making positive interactions between boys and girls constrained, the social scientists write.
They feel more comfortable about their abilities without worrying about how they appear to boys, and they have more opportunity to participate in class discussions.
Boys, who are typically more confident in math and science, dominate discussions, and teachers tend to call on boys more often.
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Teaching boys and girls separately has become increasingly popular during recent years with at least 500 public school single-sex classrooms currently in the United States.
"Though public sentiment may have strengthened in support of such settings for improving the learning environment and outcomes for both boys and girls, the science is just not there to support this," said Richard Fabes, an author of the article and director of the School of Social and Family Dynamics in ASU's College of Liberal Arts and Sciences.
Boys tend to favor a setting that is more competitive, physically active, and louder.
Early research shows that girls reap the most benefits from being together for math and science.