I just want to say that I think it's great that you're impassioned about this topic. I'm definitely not trying to discourage you from it. My reticence comes more from the fact that this is such a complicated topic for me.
On one hand, I'm all for supporting the goals and opportunities of all individuals equally. When it requires special interest in certain groups though, I sometimes worry that it will create a larger divide. Sexual identity has such a huge impact on us during our developmental stages. The pressures of it don't just stem from adults, but from peers and school as well. I'm of the opinion that rather than singling out individuals by sex, it would be more valuable to expose all of them to it.
This is anecdotal, but I have a personal experience with a program that encouraged more adoption of specific fields by females in my classes. In middle school, a large number of girls were separated from the regular classes to attend special math and science classes. These girls were provided a more in-depth education when it came to mathematics and were given more support in learning the material. It really irked me, especially at that young age. I couldn't understand why these girls were being singled out for certain topics and why I couldn't be involved with them simply because I was a boy. I can't speak to the effectiveness of this program. I do know that a large percentage of these girls ended up in my high school math and science classes which regularly had a nearly 50/50 split, but again, that's not evidence that the program worked.
What it did do, though, was make me realize that I was not an equal. It was probably my first realization that not everyone was treated equally and that there was really no rhyme or reason to why. I saw similar things throughout my years in school, but this one affected me the most. When I hear about the professional female organizations that go to schools and encourage girls specifically to pursue careers in mathematics or engineering, I cringe. I want equality, but I don't know how inequality gets us there.
I think the point of those situations is to make sure they're not under the impression they're alone in domains where, if you don't do specific programs, girls often think they are. Essentially, you create a social support net that may not otherwise be there.
In my view, you're technically right. We shouldn't have to emphasize one side over the other. The problem is we're combating an existing, underlying emphasis. If a balance scale is unbalanced towards one side, you don't balance it out by adding weight to both sides. You have to add weight to the one side until you've restored balance.
Now, I think it's fair to question how much we should segregate and isolate with respect to that. What you describe as happening in middle school is probably not the best approach. I think it would probably make more sense to open a whole class, gender-unspecific, but, again to create that social support, perhaps try to group the girls in the class into one of the sections (assuming there are multiple ones). The problem is, in that case, probably a marketing one. Presenting it as an girls only course may increase the mystery and interest, and, thus, enrollment.
On one hand, I'm all for supporting the goals and opportunities of all individuals equally. When it requires special interest in certain groups though, I sometimes worry that it will create a larger divide. Sexual identity has such a huge impact on us during our developmental stages. The pressures of it don't just stem from adults, but from peers and school as well. I'm of the opinion that rather than singling out individuals by sex, it would be more valuable to expose all of them to it.
This is anecdotal, but I have a personal experience with a program that encouraged more adoption of specific fields by females in my classes. In middle school, a large number of girls were separated from the regular classes to attend special math and science classes. These girls were provided a more in-depth education when it came to mathematics and were given more support in learning the material. It really irked me, especially at that young age. I couldn't understand why these girls were being singled out for certain topics and why I couldn't be involved with them simply because I was a boy. I can't speak to the effectiveness of this program. I do know that a large percentage of these girls ended up in my high school math and science classes which regularly had a nearly 50/50 split, but again, that's not evidence that the program worked.
What it did do, though, was make me realize that I was not an equal. It was probably my first realization that not everyone was treated equally and that there was really no rhyme or reason to why. I saw similar things throughout my years in school, but this one affected me the most. When I hear about the professional female organizations that go to schools and encourage girls specifically to pursue careers in mathematics or engineering, I cringe. I want equality, but I don't know how inequality gets us there.