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1.
The aim of this study was to evaluate attitudes towards and achievement in science of Form 3 students studying in single-sex and coeducational schools in Brunei. The results demonstrated significant differences in attitudes towards and achievement in science of male and female students in single-sex schools and students in coeducational schools. These differences were at moderate level. In single-sex schools, the girls achieved moderately better in science than the boys despite their attitudes were only marginally better than the boys. However, there were no gender differences in attitudes towards and achievement in science of students in coeducational schools. The attitudes towards and achievement in science of girls in single-sex schools were moderately better than those of girls in coeducational schools. Whereas the attitudes towards and achievement in science of boys in single-sex schools were only marginally better than the boys in coeducational schools. However, further research to investigate (a) if these differences are repeated at other levels as well as in other subjects, and (b) the extent to which school type contributed towards these differences is recommended. 相似文献
2.
Jannick Demanet Pieter Vanderwegen Hans Vermeersch Mieke Van Houtte 《Gender and education》2013,25(4):466-485
Previous research on consequences of schools' gender composition has mostly investigated students' socio-emotional well-being and achievement, while students' academic attitudes and behavioural outcomes – including school deviancy – have been studied less. Moreover, most studies compared single-sex and coeducational schools, and did not focus on the proportion of girls at school. Starting from reference group theory, we hypothesise that boys attending schools with a higher proportion of girls adopt the latter's positive study attitudes, rendering them less susceptible to disruptive behaviour. Conversely, girls in schools with more boys are expected to adopt the latter's negative study attitudes, consequently being more likely to misbehave. Multilevel analyses on data from the Flemish educational assessment, consisting of 5961 girls and 5638 boys in 81 schools, showed that both boys and girls valued studying more and were less likely to misbehave at school when proportionally more girls attended their school. Implications are discussed. 相似文献
3.
The advantages and disadvantages of single-sex schooling continue to be a source of policy and public debate. Previous empirical evidence is somewhat ambiguous, with some studies finding a positive impact of single-sex schooling on education achievement and others finding no differences across school types. The relationship between single-sex schooling on academic outcomes is typically problematic to examine, as in most countries single-sex schools are selective and the numbers attending them are relatively small. In Ireland, a high proportion of secondary school children (~1/3) attend a single-sex school. In addition, these schools are largely state-funded and non-selective but differing in composition compared to mixed-sex schools. For this reason, the Irish educational system provides an interesting setting for exploring the outcomes of single-sex schooling. In this context, this study utilises the 2018 PISA data for Ireland to examine the relationship between single-sex education and mathematics, reading and science literacy performance for boys and girls, respectively, as well as differences across gender in these outcomes. We find significant raw gaps in reading, science and mathematics scores between females in single-sex and mixed-sex schools and in mathematics scores for males across the same school types. However, after controlling for a rich set of individual, parental and school-level factors we find that, on average, there is no significant difference in performance for girls or boys who attend single-sex schools compared to their mixed-school peers in science, mathematics or reading. In terms of heterogeneous analysis, this finding is consistent across the performance distribution. 相似文献
4.
This article reports the recent experiences of single-sex teaching in 31 co-educational English comprehensive schools, often implemented because of the perceived need to raise boys' achievement. Since it was often undertaken on a short-term basis, its effectiveness is difficult to evaluate, although some positive aspects were noted in some schools in terms of raised achievement levels and increased confidence and participation in class. In other schools, however, single-sex teaching appeared to have little impact on achievement levels and led to increased problems of behaviour management in boys' classes, with male bonding between male teachers and male students reinforcing the qualities associated with hegemonic forms of masculinity. The authors conclude, therefore, by suggesting that single-sex classes can provide a positive and successful experience for girls and boys where there is strong commitment from staff, a willingness to evaluate and to diffuse good practice, but crucially where gender reform strategies are in place to challenge any practices and behaviours that reinforce stereotypical gendered roles. 相似文献
5.
There is increasing acknowledgement that differences exist in the levels of achievement of boys and girls in English primary schools, as evidenced by performances in National Curriculum tests at Key Stages 1 and 2. This article briefly examines the nature of these differences, both nationally and specifically within the context of a pilot study of four schools in different socio-economic contexts. Some of the underlying factors behind these differential achievements are considered, particularly within the context of literacy issues and of boys' constructions of masculinity. An analysis of the approaches towards creating a context for achievement of both girls and boys in these four schools is then offered, with a focus on pedagogic, organizational and socio-cultural strategies. It is suggested that, while intervention strategies which have the potential to raise the achievement levels of boys (and girls) are being successfully developed in each pilot school, there is as yet only limited evidence to suggest how and why these interventions are most effective, and indeed, how these interventions might be successfully adapted and transferred to other school contexts. 相似文献
6.
Herman Brutsaert 《British Journal of Sociology of Education》1999,20(3):343-353
Present analysis focuses on the way girls and boys perceive their gender identity in mixed or single-sex schools. Use was made of data concerning 6427 third-year pupils from 25 coeducational and 43 single-sex (21 girls and 22 boys schools) academically oriented secondary schools in Belgium. A multilevel analysis (Hierarchical Linear Modeling) was performed controlling for parental socioeconomic status (SES), academic performance, curriculum enrolment, parental support and school mean SES. It was mainly found that coeducational school girls not only tend to identify themselves more strongly in terms of feminine traits than single-sex school girls, but also in terms of masculine traits, even though their classroom behaviour appears to be much more inhibited. 相似文献
7.
Ulla Johansson 《International Journal of Inclusive Education》2013,17(2-3):265-280
In 1927 the Swedish grammar school opened up for girls. Thereby girls got access to higher education on the same conditions as boys, at least formally. Thus, many towns' boys and girls were seated in the same classroom. In the large cities, however, sex segregation remained, as separate grammar schools for girls were established and some boys' grammar schools were still reserved for boys. The main aim of this paper is to compare the process of gender construction in these different school forms during the period 1927–1960. The questions put are: Were the discourses and the discursive practices of these schools part of the politics of equality or the politics of difference with regard to gender? Which representations of gender and gendered patterns of communication and domination did they produce? The main data consists of interviews with 30 ex-students of coeducational schools and female and male single-sex schools. The conclusion is that the pedagogy in all school forms was inscribed within the meritocratic discourse of equality, which was also important in shaping the students' subjectives. Both girls and boys had to prove themselves worthy of the privilege of attending the grammar school, and in this respect girls as a group were more successful than boys. To begin with the politics of equality also operated in the norms for how girls should dress and look, but later on a discrete make-up was allowed. The politics of difference was manifest in the swot syndrome, the techniques for punishments and rewards, and also, at least partly, in physical education. It was also manifest in the traditional representations of masculinity and femininity, like the male breadwinner and the housewife, prevalent in boys' grammar schools. Girls in female single sex schools, on the other hand, were firmly determined to make a career of their own. 相似文献
8.
Elisabeth L. Woody 《Equity & Excellence in Education》2013,46(2):148-160
This article examines heterosexist assumptions and the role of homophobia in students' experiences in California's public "Single Gender Academies," in an effort to include issues of sexuality in current discourses on adolescent gender identity and public school reform. Interviews with students, conducted as part of the most comprehensive research on public single-sex schooling in the U.S. to date, reveal a critical link between students' notions of sexuality and definitions of masculinity and femininity. Alongside dichotomous, static notions of gender, the ideology and structure of the Single Gender Academies largely promoted heterosexist assumptions of students' sexuality. Such assumptions pervaded school policies and practices as well as peer relations and students' sense of gender identity. Students, in turn, both actively constructed and resisted a theory of gender which framed boys and girls in opposition and promoted heterosexuality as the norm. This article provides an analysis of homophobia among students and the influence of academy assumptions on students' attitudes. Such a focus allows for an investigation of gender and sexuality at both individual and institutional levels. While the research is based on data collected at public single-sex schools, the findings provide insight into students' articulations of gender and sexuality across a variety of school contexts. 相似文献
9.
Maribel Garcia-Gracia Trinidad Donoso Vázquez 《International Journal of Inclusive Education》2016,20(2):149-167
This study carries out a comparative analysis of achievement according to gender between mixed and single-sex schools in the region of Catalonia, Spain, for the subjects of Spanish, Catalan, English and Mathematics. After a brief contextualisation, a review of the main findings from international studies on differences in results for mixed schools and single-sex schools is then presented. We then outline our methodology and research-analysis plan. The study has been developed around a specific use of results obtained by students over the last year of primary school (12 years old) and over the last year of obligatory secondary education (16 years). For this comparison, the statistical technique of Propensity Score Matching was used. All segregated schools in Catalonia were chosen, representing a total of 15, of which 9 are girls-only and 6 are boys-only (with a total of 1503 students); additionally, a sample was used of 10 mixed schools, similar in terms of social make-up, that is, middle- and upper-class students (with a total of 1217 students). In general, the results corroborate international research. Results indicate that differences in achievement depending on gender in segregated or mixed schools are not related to factors of school organisation. We also come to conclusions with respect to the limitations arising from circumscribing school performance in curricular subjects, and to the need to consider further indicators within the teaching-and-learning process in terms of gender and emotional development; student attitudes and behaviour; self-concept and – most especially – teacher expectations, their teaching practices and the effects of these on self-concept and single-sex school performance. 相似文献
10.
'War,Guns and Cool,Tough Things': Interrogating single-sex classes as a strategy for engaging boys in English 总被引：1，自引：0，他引：1
In this paper an investigation is undertaken into the impact and effects, on both boys and girls, of implementing single-sex classes--but particularly as a strategy for engaging boys in the English classroom at one particular Catholic coeducational school in Perth, Western Australia. Semi-structured interviews with seven English teachers at this school, where the strategy was implemented, were used both to analyse teachers' perceptions of single-sex classes in the coeducational context and to gain some insight into their pedagogical approaches. The study found that particular assumptions and knowledges about gender informed specific pedagogical approaches adopted by the teachers in single-sex English classes. These assumptions and knowledges and the way they informed the pedagogical practices of the teachers, even in the same school, varied radically. It is concluded that single-sex classes as a strategy per se do not necessarily produce enhanced social and educational outcomes for students. Rather, as indicated in the research, there needs to be more attention directed to the particular effects of pedagogy and the normalising assumptions about gender that inform the implementation of curriculum in both single-sex and coeducational classes. 相似文献
11.
Debate continues over the benefits, or otherwise, of single-sex classes in science and mathematics, particularly for the performance of girls. Previous research and analyses of the circumstances surrounding the implementation of single-sex classes warn that the success of the strategy requires due consideration of the nature of the instructional environment for both boys and girls, together with appropriate support for the teachers involved. This article reports the circumstances under which teachers were able to implement gender-inclusive strategies in single-sex science classes in coeducational high schools and documents some of the difficulties faced. The study was part of the Single-Sex Education Pilot Project (SSEPP) in ten high schools in rural and urban Western Australia. Qualitative and quantitative data were gathered during the project from teachers, students and classroom observations. Overall, it was apparent that single-sex grouping created environments in which teachers could implement gender-inclusive science instructional strategies more readily and effectively than in mixed-sex settings. Teachers were able to address some of the apparent shortcomings of the students' previous education (specifically, the poor written and oral communication of boys and the limited experience of girls with 'hands-on' activities and open-ended problem solving). Further, in same-sex classrooms, sexual harassment which inhibited girls' learning was eliminated. The extent to which teachers were successful in implementing gender-inclusive instructional strategies, however, depended upon their prior commitment to the SSEPP as a whole, and upon the support or obstacles encountered from a variety of sources, including parents, the community, students, and non-SSEPP teachers. 相似文献
12.
This paper contributes to debates on the benefits of single-sex and co-educational school environments by considering both single-sex versus co-educational schools and single-sex versus co-educational classes in co-educational schools. Two research studies provide the empirical basis for this discussion. One study was a 10-year-long investigation of two Australian secondary schools which had been single-sex schools and became co-educational secondary schools over a two-year period. The second study involved a two-year investigation in an English co-educational secondary school where single-sex mathematics classes were introduced for one cohort of pupils for five school terms, after which mixed-sex classes were reintroduced. Evidence relating to academic self-concept, pupil, parent and staff perceptions and academic achievement are discussed. Overall, the evidence suggests that co-educational environments create possible social/interaction disadvantages for girls, but that academic self-concept is not adversely affected by transferring from single-sex environments into mixed-sex ones. 相似文献
13.
Gender context of the school and study culture,or how the presence of girls affects the achievement of boys 总被引：2，自引：0，他引：2
Mieke Van Houtte 《Educational studies》2004,30(4):409-423
This paper builds on my previous research, explaining the differential achievement of boys and girls in secondary education by the fact that boys' culture is less study orientated than girls' culture. The central question of the present paper is whether the presence of girls at school affects the boys' study culture and, by consequence, boys' achievement. The research is based on data of 877 boys and 714 girls, attending the fifth year of a sample of 15 general secondary schools. It is shown that the gender context of the school does not affect the boys' study culture, but the presence of girls positively influences the general pupils' study culture. By means of multilevel analyses (HLM), it is demonstrated that the larger the proportion of girls at school, the higher the boys achieve, and this finding can be ascribed to the general pupils' study culture. 相似文献
14.
我国中学教育先后经历了男女分校、合校、分校复现与合校并存这样大致三个阶段的发展。中学,尤其是高中,作为教育体系的核心环节对学生的发展发挥着至关重要的作用,因而中学阶段的男女分校合校也较小学和大学更引人关注。在男女合校成为主流的今天,单性中学仍有其独特的价值。 相似文献
15.
《校园英语(教研版)》2015,(29):34-35
<正>The Tory leadership contender Liam Fox claimed that boys should be taught in single-sex schools.(The Guardian,2005)According to his point,the new debate about the merits and drawbacks of single-sex education becoming increasingly intense in the United Kingdom.Boys and girls should be teaching 相似文献
16.
In many countries, males currently lag behind females in schooling attainment but females are still underrepresented in STEM studies. This pattern has raised renewed interest in the potential of single-sex schools for enhancing STEM outcomes. Utilizing the unique setting in Seoul, where assignment to single-sex or coeducational high schools is random, and with multiple years of administrative data from the national college entrance examinations and a longitudinal survey of high school seniors, we assess causal effects of single-sex schools on students’ math test scores and choice of the science-math test. We also assess whether single-sex schools affect students’ interests and self-efficacy in math and science, and expectations and actual choices of a STEM college major in university. We find significantly positive effects of all-boys schools consistently across different STEM outcomes but not for girls. We address one possible mechanism by conducting mediation analysis with the proportion of same-gender math teachers. 相似文献
17.
Do young boys and girls understand what leads to academic success (e.g., talent, effort, good teaching, luck) in the same way? Do young girls and boys have equivalent perceptions of their academic competence? Are these beliefs engendered in the same way across sociocultural contexts? In a cross-cultural study of over 3,000 children in grades 2 to 6, ages 7.2 to 13.6, we discovered that boys and girls around the world have very similar ideas about what generally leads to academic success. Moreover, in the few contexts where boys' and girls' academic performances were equal, their beliefs were also equal. However, when girls outperformed boys, their beliefs in their own talent were no greater than boys' beliefs, even though they did have stronger beliefs than boys in other facets of their achievement potential (e.g., putting forth effort, being lucky, getting their teacher's help). Our findings support the generally close correspondence between children's achievement and their competence-related beliefs, with the exception that young girls appear to specifically discount their talent. The effects held regardless of the children's achievement, intelligence, or age (approximately 8 to 13 years). Girls were more biased in some contexts than in others, however, suggesting that competence-related biases are rooted in culture-specific aspects of school settings. 相似文献
18.
This qualitative study draws from focus group discussions with primary school boys,girls and their teachers to examine how violence is experienced at a rural school in KwaZulu-Natal, South Africa. The study draws attention to ‘amaphara' masculinity’ as conceptualized by Hunter (2021) and stick fighting as key to understanding the local expressions of violence and its problematic relationship with girls and 'other' boys.Examining these practices, and the wider sociocultural contexts in which they are embedded, we argue is vital for gender violence prevention in rural schools. 相似文献
19.
Gender differences in mathematics are well‐documented. This article reports the results of a longitudinal study on the development of mathematics achievement and choice behaviour of both boys and girls between 12 and 15 years of age in higher general secondary education. First of all, it is shown that there are differences in the development of mathematics achievement between schools. There are, however, no gender‐related differences between schools in these development patterns. The main issue is that differences in choice behaviour between boys and girls can only partially be explained by differences in mathematics achievement. It therefore seems worthwhile to assess the role of schools in this process. Results indicate that schools neither differ in gender differences in choice behaviour, nor in their potential to transform initial achievement differences between boys and girls into an inclination to choose mathematics as a final examination subject. In other words: differential school effects in terms of gender‐specific school effects could not be demonstrated. 相似文献
20.
LYNDA MEASOR 《Gender and education》1996,8(3):275-288
This is a study of sex education programmes and focuses on the reactions adolescents had to the sex education they were offered. The findings suggest that girls and boys respond differently to the sex education schemes, and that boys react more negatively than girls. The conclusion is that there is a need for new strategies, both to reach the boys effectively and to protect space for the girls' interests. We argue for the provision of some single-sex work in the sex education area of the curriculum, especially in the early years of secondary school. 相似文献