Segregated elementary classrooms in North America are re-emerging after becoming virtually nonexistent after the 1950s. In 1972, after a law in the United States prohibited schools from discriminating in academic programs against both sexes, significant indicators of patterns of gender bias began to develop (Solomone, 2006, p. 781). Since then, social scientists have found that co-education of both sexes in the same classroom is not a solution or remedy for deeply institutionalized biases and attitudes, and that gender inequalities are entrenched from elementary school through higher education (Solomon, 2006, p. 781). This article will take a closer look at what researchers, educators, advocacy groups, and students are discovering as this situation evolves. Examining differences in how boys and girls learn, their experiences in single-sex classrooms, and their social class can provide some insights to help us better understand the challenges experienced by many students. Single-sex schools have a longer history than single-sex classrooms, so more recent research has been based on school environments rather than classrooms. Researchers appear divided on the issue of gender-segregated classrooms within a larger coeducational structure. Most of these studies suggest that grades improve when boys and girls are separated in learning environments. One study did not support these findings but instead found that only girls were able to improve their grades while boys were essentially unaffected by the change in their learning environment (Chouinard, 2008, p. 131). Furthermore, studies also reveal that underachieving students from antisocial subcultures, who are predominantly found in the so-called "lower economic class"...... focus of the article ......ht and further studies by scientists social. Works Cited Brown, L. (2009, October 21). Schools plan lessons for boys only. Parents Central. Retrieved October 21, 2009, from http://www.parentcentral.ca/parent/education/schoolsandresources/article/713446--schools-plan-calls-for-boys-only-classesChouinard, Roch, Vezeau, Carole and Bouffard, Thérèse (May 2008). Coeducational or single-sex schooling: Does it make a difference to the academic motivation of high school girls?, Educational Studies, (34)2, 129 – 144Davies, Scott (2008). Instruction. In S. J. Brym (Ed.), New Society (pp. 309-330). United States: Nelson. Solomon, Rosemary C. (April 2006). Single-sex programs: Solving the research puzzle. Teachers College Record, 108(4), 778–802.Sullivan, Alice(2009). Academic self-concept, gender and single-sex schooling, British Education Journal, 35(2), 259-288.