In the wake of our 2014 Journalism Summit and in anticipation of the 2015 summit, the editor-in-chief of Browning’s The Grytte, Chris Russo ’15, and the editor-in-chief of Riverdale’s The Riverdale Review, Alex Stillman ’15, decided to come together with The Hewitt Times for a collaborative piece that focuses on the differences, similarities, and takeaways from their respective experiences with single-sex and coed education at the pre-collegiate level.
Does your school have a defining factor?
Chris
When I think of Browning, the first thing that comes to my mind isn’t the fact that it is an all boys school. Rather, I think of the small community Browning is. I think of the daily interactions I have with my teachers in the hallway and how I recognize every face in the building. I think of how comfortable I feel in such a small, nurturing environment. What defines Browning is definitely the sense of very close community.
Susannah
Hewitt is first and foremost defined by both its identification as an all-girls school and its small size and close community. I think Hewitt leverages the comfort that an individual girl can find within a small group of girls really well. Discussions among students come so easily at Hewitt for these reasons, and the prospect that girls can choose to study or pursue whatever it is they’d like to, whether that’s theater, computer science, writing, or math, is highly emphasized.
Alex
Riverdale is focused on giving students an interdisciplinary education. Juniors take a course called Constructing America, a year-long English and history course that looks at the development of our country through history, literature, art, and culture. Seniors take a course called Integrated Liberal Studies, which focuses on the evolution of the conception of the self, virtue, philosophy, and social issues. Each course teaches students how to focus on one concept or idea through different lenses.
What is the classroom dynamic like?
Chris
I find that most students at Browning are content with the classroom setting. Being in a room with about ten other students provides a comfortable atmosphere in which students can speak their minds. If class sizes were to increase (adding girls or even more boys), I feel it would change the atmosphere and spirit of Browning. Boys in the classroom might be less apt to raise their hands or speak their minds when there are more people around them. Browning’s tight-knit community is ultimately why I chose to attend the School.
Susannah
Hewitt students are very comfortable in class, so the classroom dynamic often exhibits a lot of participation and back-and-forth discussion. At least in my classes, there is rarely hesitation when it comes to raising hands or speaking out. Of course, some people are less inclined to participate than others, but that’s expected in any setting. Classroom dynamic tends to vary by number (classes with four students are inherently very different from classes with fifteen students, even regardless of subject matter), and gender or anything like that isn’t really a factor. I also think the fact that most students have known their classmates for many years, often up to thirteen years, plays a role in that comfort. That said, I’m sure the dynamic would change, at least for some students, were the environment not only girls. Things like perceptibly “stupid” or “silly” questions might come into play.
Alex
Riverdale’s classroom dynamic is similar to that of Hewitt and Browning. Although there may be students who feel uncomfortable asking certain questions at certain times, it is not because other genders are present. In general, gender is not an issue in the classroom: after getting to know people for who they are gender just becomes a part of their identity.
How do students manage their social lives?
Alex
Riverdale is a comparatively large co-ed school, so many friend groups are usually fully within the student body. This means that social events can be a fluid extension of the people students hang out with at school. Groups of friends can go directly from school to hang out after school, without having to coordinate with others who might have other schedules. It also means that students go to school with many of their friends, so lunches and free periods can be social as well.
Susannah
At Hewitt, plans tend to be much more calculated and deliberate, at least when compared to what Alex has said. Simply put, plans are exactly that: planned.
Chris
I agree with Susannah. When boys from Browning decide to see girls from other schools, it is more calculated. It is not as easy as walking out of the school building with your “girl-friends” as it is at a co-ed school such as Riverdale. We have to make more of a conscious effort to meet up with people.
How does your school discuss gender and LGBTQ issues?
Susannah
LGBTQ issues themselves are discussed very openly and with a lot of passion and advocacy at Hewitt. Both Spectrum, an LGBTQ advocacy and discussion-based club, and Action, a club that centers around the awareness and discussion of social justice issues, lead open discussions in that sense. Hewitt as a school is becoming increasingly aware of LGBTQ issues and identifying students, though there is still some stigma around student openness and inclusion. Further, Hewitt administration, faculty, clubs, and students facilitate conversations that surround feminism and women’s rights very eagerly. That comes through work with the UN Foundation campaign Girl Up, work with the MAKERS documentaries, and the general spirit of an all-girls school.
Alex
Riverdale discusses gender and LGBTQ issues like it focuses on other social or identity topics: by having formal discussions or speakers that spark a dialogue throughout the community. In April, Riverdale will have one of its bi-annual One World Days, a day-long series of workshops, speakers, discussions, and activities all related to a central topic. The coming One World Day is focusing on issues associated with gender and LGBTQ identity. Our discussion of these issues is open and accepting to change. Two years ago, members of our GLOW (Gay Student Alliance) group proposed building a gender-neutral bathroom. Located in our main building on campus, the bathroom has become a sign of Riverdale’s progressive approach to all social and identity issues.
Chris
Browning is very open to discuss LGBTQ and gender issues. Browning has a GSA (Gay Straight Alliance) which meets Friday mornings to organize events to bring LGBTQ awareness to the School. The GSA hosts a few assemblies each year to discuss the use of certain words that are offensive to the LGBTQ community, and works to break down stereotypes. The GSA holds meetings with other Interschool GSAs in order to share ideas on how to create a more socially acceptable environment in school for all. The Browning GSA has also raised money for GLSTN (Gay, Lesbian & Straight Education Network). The next step for the GSA is a push to get students to do more than accept LGBTQ people—but also rally behind them.
Drawing from your experiences, do you think your current school’s categorization (single-sex or co-ed) works for you or is generally beneficial?
Alex
Personally, a co-ed environment works well for me. Coming from an all-boys elementary school, I have been happy interacting with both genders during the day at Riverdale. Students were happy and welcoming when I first came and made transitioning to the school quite easy. I appreciate that co-ed experience because it is a more realistic interaction. Throughout college and my professional life, I will be interacting with both genders, so I enjoy working with both genders now, in and outside the classroom.
Susannah
I’d say that Hewitt’s all-girls environment has definitely worked for me. The single sex categorization combined with the small size of Hewitt has really helped a lot of students explore their own interests and personalities comfortably. The single sex environment has also helped build my confidence, especially when it comes to STEM fields. As I anticipate studying computer science in college, this confidence has been necessary for me to draw from throughout all of my tech-related pursuits outside of school. And so, while I think outside and co-ed exposure is really important (especially with fields like computer science, where the industry is nowhere near Hewitt’s 100% female breakdown), a single-sex education can really help students internalize their own ability and assurance.
Chris
Luckily, I can say I have experienced both environments, as I attended the co-ed Saint Ignatius Loyola School from kindergarten through eighth grade before coming to Browning. Each type of education has its own pros and cons, but I believe it’s really up to the student personally. Some will benefit in one environment more than another. Sometimes, I do miss having girls in school, but Browning being all-boys has not affected any social aspect of my life. While I enjoy learning with my “guy-friends” during the day, I also enjoy going out with my “girl-friends” on the weekends. I like the transition of an all-boys academic day to a co-ed social life, but that’s just me. Everyone will gravitate toward a different setting!