Whether or not girls in single - sex schools are more likely to pursue science
degrees or political careers, whether or not
boys in single - sex schools are more likely to write poetry or pay attention in class, single - sex schools can allow educators to address the particular interests, strengths, learning styles, and developmental stages of a single sex while allowing
boys and girls to concentrate on something other
than the opposite sex — at least
for a few brief hours each day.
Given the lower rates of interactions with CF peers compared with non-CF peers, some forms of positive friendship qualities focused on direct contact (e.g., companionship) may be more difficult to achieve
for adolescents with CF.. This difficulty could be compounded
for boys with CF, given their gender - normative reliance on friendship qualities such as shared activities to a greater
degree than more emotionally focused friendship goals characteristic of female friendships (e.g., Rose & Rudolph, 2006).