Abstract
Abstract Organizing single-sex settings inside Danish coeducational schools started in the 1980s to ensure space for girls and to enhance their competence professionally as well as to empower them personally. Teachers and researchers who speak on behalf of boys are very rarely interested in this though some have argued that also boys can benefit from boys' only settings. The theoretical assumptions and arguments for segregating girls and boys are found in both psychoanalytic theories of identity and in theories of social interaction. These are briefly described. Then different approaches to what pedagogy for girls and boys could be are discussed. In Denmark and the other Nordic countries, the debate about how boys may benefit from this is very emotional with men and feminists disagreeing. Different points of view are put forward as well as those of profeminist men from outside Scandinavia.
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