I was lucky enough to select an American college to study my civil engineering major. I had the opportunity to choose from a diverse list of around 100 colleges, which included women's colleges. Once I told my advisor that I was interested in leadership and engineering, she quickly clarified that I should apply to a university specifically for women. This looked interesting, I was amazed by the fact that women were scientists and great thinkers without help from men. This situation was contrary to the beliefs of my country. Women were not able to study engineering or anything related to mathematics. As the research and excitement for this special college continued, I realized something that completely influenced my decision. How was I going to handle so many girls every day? We tend to be very competitive with each other. I was going to study engineering, a major that concerns many male professionals, so I didn't see how I was going to develop my communication skills if I never studied with male classmates. I felt these communication skills were going to be missing from my CV. Therefore, I understood that female college students are negatively affected on their education and behavior because they live in an idealistic and hostile educational atmosphere. Humans are naturally competitive according to the competitive arousal model (Melhotra, 2010). We want to compete and win. We can therefore analyze how this model also applies to a specific gender group in an academic environment. Women's colleges have the effect of promoting physical and academic competition among their students. According to the article "Body Image in Singles Sex" (Spence, 2013), there is a high percentage of female students concerned about their...... middle of paper ......t Cases Against single-sex schools?" The Slate Group. October 31, 2011: n. page. Internet. January 30, 2013. Klimczak, Karolina. Personal interview. January 28, 2014. Malhotra, Deepak. "The desire to win: the effects of "Only Girls Who Want Big Legs" Take the Elevator: Body Image in Single-Sex and Co-Ed Colleges.” 69.7/9 (2013): 469-479. Academic Research First. Perceptions of a single-sex classroom experience: Women and men see it differently. In A. Datnow and L. Hubbard (Eds.), Gender in policy and practice: Perspectives on single-sex and coeducation. (pp. 212-226). New York: Routledge.