Clip<\/a><\/p>\nBrotherhood is defined as the unity of two or more members or friends who share like-minded ideals. There is a great sense of brotherhood here at Wabash principally due to the fact that it is an all-male student body. However, the all-male status does not reflect the total population — it is an isolation from the reality in which all sexes are represented. This separation from reality might not only come as a culture shock but also a false sense of reality. Because of this, students suffer from the immediate lack of social interaction among ourselves and those students of the opposite sex. The College also endures a bad reputation for its all-male status. Both the students\u2019 and the College\u2019s sufferings have dire consequences that should prompt the College to \u201crethink\u201d its gender policy. <\/span>Wabash College would be better off as a coeducational institution because its all-male status affects the reputation of the College negatively and denies students of diverse experiences. \u00a0<\/span><\/p>\nThe single-sex policy at Wabash College may reflect poorly on the College’s reputation.<\/span> Higher-education institutions in the U.S. suffered from long periods of segregation based on gender. Oberlin College, which was founded in 1832, marks one of the first co-educational colleges in the U.S. Prior to Oberlin, as such, no college would admit female students. Supporters of such a segregation model argued that women have less or different learning capacities compared to men due to sexual dimorphism (i.e., \u201cdifference\u201d) in the brain. For example, in \u201cBoys and Girls Learn Differently!\u201d, Michael Gurian, a philosopher, highlights research that shows sex differences in male and females brains and devises ways to teach female and male students differently. While the book is well-researched and insightful, it neglects the fact that sexual differences in the human brain are often minor and cannot inform behavioral interventions such as distinct education plans. Indeed, recent evidence finds no advantage of single-sex versus co-educational schools (Pahlke, Hyde, and Mertz 444). Thus, the book misplaces the emphasis on gender differences and encourages rearing children in normative ways. It may ultimately pander to outdated sexist views. \u00a0<\/span><\/p>\nRecent times see tremendous social progress. The last major universities to remain all-male, Princeton University, John Hopkins University, and Georgetown University, \u201copened their doors\u201d to women in the 70\u2019s. In 2018, reports showed that there were more female medical students than male students (AAMC). Other social issues which used to be \u201ctaboo\u201d in the \u201chalcyon days\u201d of the 19th century also enjoy progress. For example, in 2015, same-sex marriage was legalized in America. In 2018 and 2019, more and more states legalize marijuana use. Naturally, single-sex colleges in America are a minority: There are merely three all-male four-year colleges in America (while all-female colleges exist in a larger number) compared to other thousands of higher-education institutions. <\/span><\/p>\nWabash College\u2019s steadfast decision to remain all-male in the face of such social progresses, then, presents a compelling case for the \u201cbackwards\u201d reasoning at the College. What other mechanism that may persuade decision-makers at the College and its students to remain single-sex than the age-old, conservative view that women are not worthy of an education? Popular arguments at the College (that justify Wabash\u2019s single-sex status) often reveal this disturbingly close-minded dynamic. For example, proponents often defend the all-male status as a \u201ctradition\u201d at Wabash College. In a 1992 New York Times article which discusses Wabash\u2019s decision to remain an all-male college, a former student was quoted: \u201cThey were trying to preserve tradition.\u201d (Depalma 1) The student was defending the College\u2019s decision and rationalizing it as saving \u201ctradition.\u201d However, is not that \u201ctradition\u201d rooted in the history of segregation (of the 1800\u2019s) which many colleges have abandoned? Or, proponents may praise Wabash College as a \u201cpedagogical haven\u201d for men, devoid of any \u201cattraction\u201d from women. In presenting such an argument, these proponents both objectify women and reduce men to lustful animals lacking any sense of self-control. Either way, they follow an ancient and demeaning view of sex.\u00a0Wabash College, by remaining an all-male college, seems to follow an arcane view that trivializes women–a view that may have dire consequences for the College’s reputation.\u00a0<\/span><\/p>\nBy continuing to indulge the college by being complacent with the notion that the exclusion of women in the student atmosphere is ok we create an atmosphere in which we separate each other from reality. Wabash\u2019s alumni network although numerous and elite is flawed in this same way as over 42.7% percent of senior or managerial spots going to females (<\/span>Female Bosses<\/span>) we have begun to see a rise of women in the workplace. This creates a problem for us as Wabash men, we do not get the same interaction on a day to day basis as do students at our neighboring schools such as Purdue or Ball State save the chance you have a class with one of our few female staff members. \u00a0This reversion to the idea that one gender distracts the other while in the classroom would not only prove to be sexist but also show a clear fault in the goals of higher education, although yes the goal being to graduate, however what if we deny a female academic student who wants the same level of education that is claimed to be offered by the college is it morally ok to deny her this right? In my opinion this a very pressing issue that the college needs to reexamine and define their stance on the matter especially as we transition into a new decade following this year.<\/span><\/p>\nSingle sex education would limit the cultural perspective and viewpoint that we would experience in our education.<\/span> Wabash is by far and large known and renowned for its excellence in the classroom, not only are we one of the top schools in the nation but we also have the most potential for change. \u201cAccording to a report by the Center for Teaching Excellence, by the end of the 1990\u2019s, women began outnumbering men at U.S. colleges. They earn the majority of both bachelor\u2019s and master\u2019s degrees today and have since the end of the last century.\u201d (<\/span>Gender Diversity In Today\u2019s Classroom And Workplace<\/span>) Women are one of Wabash\u2019s most underrated resources, not only would we nearly double our current population due to the induction of Wabash women, but we would also most likely draw in more men to our campus. Although this is all very speculative it is a very plausible point that Wabash should deeply consider not only from an academic perspective but also from a financial outlook. Wabash would also benefit from incorporating women into the school academically. \u201cIn an unpublished paper, Prof. Schlosser concluded that classes with more than 55 percent of girls resulted in better exam results and less violent outbursts overall. \u201cIt appears that this effect is due to the positive influence the girls are adding to the classroom environment,\u201d(Keep Boys And Girls Together) There is no reasonable explanation, after considering all of the evidence regarding it that Wabash should continue this segregated although \u2018traditional\u2019 concept of an all male student body. The integration of women not only adds an additional student group, but also benefits the college \u00a0also contributing to the already renowned academic culture and could even create an additional source of income for the college. On a side note Wabash is also already an elite campus in regards to athletics, imagine if we started recruiting women. Regardless, it is clear to see that by deciding to not integrate this highly beneficial concept,could very well affect Wabash in a negative light as more schools begin coed education programs Wabash lacks in certain areas which could not only the student population at the college as a whole.<\/span><\/p>\nWabash College students, because of said limit in perspective, often spearhead themselves into limited pockets of thoughts commonly shared among those who are similar to them. The gender code at Wabash College often attracts a common type of student. Most students are conservative and coming from Indiana, and, perhaps, from a farming family. Archaic worldviews often prevail in that population. For example, a recent student opinion publication on \u201cThe Bachelor\u201d — the school\u2019s weekly article — defended the Confederate flag (Songer). Certainly, conservative viewpoints are not blame-worthy — after all, conservatism aligns with most of Americans\u2019 politics. However, because of this \u201claser-focused\u201d attraction to a specific type of student, other types of students may not be enticed to go to Wabash. Not many student at Wabash are out-of-state or international. The College also actively shields itself from sexual minorities like trans men.<\/span><\/p>\nThe lack of population diversity at Wabash College is conducive to self-perpetuating thought chambers that reinforce common, unchallenged ideals. In the 1992 New York Times paper, a former student said, \u201cHere at Wabash we\u2019re ignorant of a lot of issues.\u201d (2) It is unsurprising that the \u201cunchallenged ideals\u201d of Wabash students would lead to such ignorance. It is not the kind of ignorance that we cannot control but the kind that we actively choose to embed into our system and let affect us. From 1992 to 2019, it seems like nothing has changed much at Wabash. The backward gender policy at Wabash traps its students into \u201cintellectual shallows\u201d where most people agree with everybody. <\/span><\/p>\nThe limited world-view at Wabash afforded by its all-male status also denies its students of informal knowledge and understanding. In our view, informal knowledge is information exchanged between-individual outside of the classroom. The only informal knowledge and understanding at Wabash exists between males who have similar experiences. How can men learn about the day-to-day struggles of women when there is no female peers on campus? How can men be equipped with social courtesy when they do not understand what the other half of the population thinks? Wabash often prides itself on its superb academics — but, truthfully, the academics at Wabash cannot compensate for the fundamental lack of perspectives at Wabash. Reading about women\u2019s experiences is not equal to understanding the opposite sex. \u201cPretending\u201d to be gentlemen does not amount to skills in coping in social situations that involve more than all males.<\/span><\/p>\nIn conclusion, Wabash College\u2019s all-male status suggests a sexist viewpoint and limits students\u2019 experiences. Contrarily, although Wabash currently strives as an all-male campus, the addition of female students can help Wabash College achieve its potentials. Our campus has much to offer to everybody. Instead of containing this amazing culture to our group of Wabash men, it should rather be our doctrine to share and expand it to everyone no matter their gender, race, religion, or culture. To pursue a united Wabash, making Wabash a co-educational college is a viable solution. Without such a sense of unification, we risk not only falling back into the rudimentary procedures of our predecessors but also denying our students the fullest range of education possible.<\/span><\/span><\/p>\n <\/p>\n","protected":false},"excerpt":{"rendered":"
Wabash as a Coeducational College Clip Brotherhood is defined as the unity of two or more members or friends who share like-minded ideals. There is a great sense of brotherhood here at […]<\/p>\n","protected":false},"author":151,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-64","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blog.wabash.edu\/eng202\/wp-json\/wp\/v2\/pages\/64","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blog.wabash.edu\/eng202\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blog.wabash.edu\/eng202\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blog.wabash.edu\/eng202\/wp-json\/wp\/v2\/users\/151"}],"replies":[{"embeddable":true,"href":"https:\/\/blog.wabash.edu\/eng202\/wp-json\/wp\/v2\/comments?post=64"}],"version-history":[{"count":1,"href":"https:\/\/blog.wabash.edu\/eng202\/wp-json\/wp\/v2\/pages\/64\/revisions"}],"predecessor-version":[{"id":65,"href":"https:\/\/blog.wabash.edu\/eng202\/wp-json\/wp\/v2\/pages\/64\/revisions\/65"}],"wp:attachment":[{"href":"https:\/\/blog.wabash.edu\/eng202\/wp-json\/wp\/v2\/media?parent=64"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}