As Allison Booth explains: “If competitive behavior is considered part of a man's gender identity but not a woman's, then Being in a co-ed school environment could lead to girls making less competitive choices than boys” (544). Girls may choose to refrain from participating in classes or activities if they are intimidated and frightened in a co-ed setting. There is a common misconception that boys are more competitive because they are seen as more dominant in society. However, the competitiveness between girls in a single-sex school is just as equal as that of boys. In addition to this competitiveness, boys and girls will have the opportunity to gain confidence if taught in separate environments. It is clear that boys and girls learn differently from each other. Therefore, the focus should be on how each gender learns in a single-sex school. This priority could be more beneficial for higher levels. As Malik argues, “in single-sex schools, the teacher is able to focus on the learning styles of each gender and use a variety of teaching strategies to bring out the best in each student” (159). Teachers can gain competence by teaching a certain gender, instead of trying to meet the needs of a mixed school. There is also evidence that girls in single-sex schools receive more attention from teachers and that teachers are