This excludes consideration of social influences that would affect girls in Co-ed schools in their choice of subjects to take for qualifications. The school advisor, via stereotyping, would encourage girls to take dance, English and other languages. These are the subjects that girls are renowned for doing well in. The school advisor would want the best results for the school and so would type cast girls into these subjects. Also, the school needs to fill up all the available spaces for each subject. Therefore, they need to get the girls to accept the ‘girly’ subject spaces as the boys would be less likely to opt for them. Equally boys would be encouraged to go for the more ’masculine’ subjects like PE and maths.

This is in addition to the pressure that the students would put on themselves. If a boy wanted to do dance, the social pressure of knowing that he would be the only boy in the class would make the boy not choose dance. A girl may want to study woodwork, but would not have the confidence to be the only girl in a room full of boys. In a single sex school, these pressures do not exist. If the subject is offered, any girl or boy who was interested would not feel ashamed in taking it knowing that everyone else in the class would be in the same position.