Journal articles: 'Single-sex schools'

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Brown, Frank, and Charles J. Russo. "Single-Sex Schools, the Law, and School Reform." Education and Urban Society 31, no. 2 (January 1999): 145–58. http://dx.doi.org/10.1177/0013124599031002002.

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Nadhirah, Nadia Aulia, Ipah Saripah, and Esty Noorbaiti Intani. "Penyesuaian Sosial Remaja Single Sex Schools." Indonesian Journal of Educational Counseling 4, no. 2 (July 28, 2020): 143–52. http://dx.doi.org/10.30653/001.202042.134.

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ADOLESCENT SOCIAL ADJUSTMENT OF SINGLE SEX SCHOOLS. Teenagers sometimes have the inability to overcome the conflicts they face. This inability can be seen from the behavior of not finding the right ways to overcome problems, resolve demands from the environment, unable to build good relationships with others, hard to believe and be accepted by other people or their environment. The study aims to determine social adjustment in adolescent single sex schools which is a practice of learning by dividing students according to gender, male students are in a classroom with the same sex, and vice versa. The results of evaluations carried out on single sex schools, there are several problems that hinder the task of adolescent development, one of which is the aspect of social adjustment. The study was conducted using a survey method in class XII students of one of the boarding school high schools in Bandung. The results showed 50% of students included in the category of well-adjustment, and 50% of students included in the category of maladjustment. Therefore, it is necessary to formulate an appropriate requirement for guidance and counseling services designed for the development of boarding school students’ self-adjustment.

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Heise, Michael, and Rosemary C. Salomone. "Are Single-Sex Schools Inherently Unequal?" Michigan Law Review 102, no. 6 (May 2004): 1219. http://dx.doi.org/10.2307/4141943.

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Dustmann, Christian, Hyejin Ku, and Do Won Kwak. "Why Are Single-Sex Schools Successful?" Labour Economics 54 (October 2018): 79–99. http://dx.doi.org/10.1016/j.labeco.2018.06.005.

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Yalcinkaya, M. Talha, and Ayse Ulu. "Differences Between Single-Sex Schools and Co-Education Schools." Procedia - Social and Behavioral Sciences 46 (2012): 13–16. http://dx.doi.org/10.1016/j.sbspro.2012.05.058.

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Özdere, Mustafa. "Single-sex schools VS mixed-gender schools: comparing impacts." Region - Educational Research and Reviews 5, no. 4 (November 9, 2023): 11. http://dx.doi.org/10.32629/rerr.v5i4.1282.

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This article provides an overview of the advantages and disadvantages of same-sex and mixed-gender schooling, the importance of diverse educational environments, the strategies for addressing disparities and promoting equality in education. The advantages of same-sex schools include potential benefits for academic achievement, social development, and the promotion of gender equity. However, disadvantages such as reinforcing gender stereotypes and limiting cross-gender interactions should be considered. Mixed-gender schools offer advantages such as diverse social interactions, balanced perspectives, and challenging gender stereotypes. However, potential disadvantages include gender disparities in attention and participation and the perpetuation of gender biases. Creating diverse educational environments is crucial for promoting positive outcomes in academic achievement, social development, cultural competence, and well-being. Strategies for addressing disparities and promoting equality include improving access to education, addressing gender disparities, prioritizing diversity and inclusion, enacting supportive legislation and policies, and engaging with communities. By implementing these strategies, educational institutions can create more equitable and inclusive learning environments. What makes this study particularly timely and relevant is the recent development of same-sex schools versus mixed schools as a political issue in Turkey. There are controversial discussions about this matter, and our research addresses these concerns with empirical evidence and a nuanced perspective.

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Karpiak, Christie P., James P. Buchanan, Megan Hosey, and Allison Smith. "University Students from Single-Sex and Coeducational High Schools: Differences In Majors and Attitudes at a Catholic University." Psychology of Women Quarterly 31, no. 3 (September 2007): 282–89. http://dx.doi.org/10.1111/j.1471-6402.2007.00371.x.

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We conducted an archival study at a coeducational Catholic university to test the proposition that single-sex secondary education predicts lasting differences in college majors. Men from single-sex schools were more likely to both declare and graduate in gender-neutral majors than those from coeducational schools. Women from single-sex schools were more likely to declare gender-neutral majors, but were not different from their coeducated peers at graduation. A second study was conducted with a sample of first-year students to examine the correspondence between egalitarian attitudes, single-sex secondary education, and major choice. Egalitarianism was higher in students in nontraditional majors, but did not correspond in expected ways with single-sex education. Men from single-sex schools were less likely to hold egalitarian attitudes about gender roles, whereas women from single-sex and coeducational high schools did not differ in egalitarianism. Taken together, our results raise questions about the potential of single-sex high schools to reduce gender-stratification in professions.

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Sikora, Joanna. "Gender Gap in School Science: Are Single-Sex Schools Important?" Sex Roles 70, no. 9-10 (May 2014): 400–415. http://dx.doi.org/10.1007/s11199-014-0372-x.

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Arifuddin, Arifuddin, Lalu Nurtaat, and Muhammad Amin. "Sex-based Learning Approach: Innovation in Teaching English Pragmatics in Single-sex Education." SHS Web of Conferences 173 (2023): 01016. http://dx.doi.org/10.1051/shsconf/202317301016.

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What approach is applied in teaching English in single-sex education (SSE) and Islamic boarding schools in particular? Some studies report that the language proficiency of Islamic Boarding School students remains unimproved. Although it is apparent that SSE makes teachers apply instructional strategies more readily and effectively than in mixed-sex groupings, the suitability of approaches or methods applied by English language teachers in Islamic Boarding Schools remains unanswered. The order of the male’s factors affecting listening difficulties: Speaker, Content, and Listener (Potential for Men’s Islamic Boarding Schools), and female; Listener, Speaker, and Content (Potential for Women’s Islamic Boarding Schools) (Potential for Women’s Islamic Boarding School), and mixedsexes or co-education (Speaker, Listener, and Content) (Potential for Public Schools) potentially answers the phenomenon. Pedagogically, the orders of sex-based factors affecting listening difficulties are potentially applied as an innovative approach to the pragmatics of pedagogy in SSE, particularly in Islamic religious schools in which socio-cultural and religious content are the priority. Lack of direct communicative interactions with different sexes and limited exposure to the real situation of language use might lead to difficulty in pragmatic understanding. A preliminary prospective solution is available. The santri or santriwati need not visit hotels or tourist objects to improve their auditory pragmatic understanding. As another alternative, the students may read “Pragmatics-based Listening for the TOEFL: Innovation in Independent Learning.” English teachers are suggested to try to apply a gender-based listening approach in English language teaching. Finally, a moral message, “Do not let Islamic boarding schools think alone!”.

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Chanda Chansa Thelma. "Academic performance of learners at co- and single sex schools: A case of selected Secondary Schools in Kasama District of Northern Province, Zambia." World Journal of Advanced Research and Reviews 19, no. 2 (August 30, 2023): 1474–83. http://dx.doi.org/10.30574/wjarr.2023.19.2.1761.

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Single-sex education, also known as single-gender education is the practice of conducting education with male and female students attending separate classes, perhaps in separate buildings or schools. The study on single sex and learner’s academic performance in secondary schools in Kasama sought to determine the extent to which coeducation schools affect male and female students’ academic performance and to establish students’ and teachers’ attitude on effects of sex on the academic performance of learners. To achieve this, the study employed documentary search and analysis on results from 2013 to 2018. The study was guided by the following research objectives; (a) To establish the effects of co- and single sex education on the academic performance of learners in selected secondary schools of Kasama district, (b) To compare learner’s academic performance at co- and single-sex schools in selected secondary schools of Kasama district and (c) To offer recommendations on how to improve the single sex education system in selected secondary schools of Kasama district. The study employed both the qualitative and quantitative methods and a descriptive survey design that sampled head teachers, teachers and pupils. Data was obtained from the respondents by means of interviews and questionnaires. Frequency tables, graphs, figures and pie-charts were used to analyze the qualitative data. Quantitative data were analyzed by the use of the Statistical Package for Social Sciences (version 26) and Microsoft Excel (version 16). The findings reviewed that coeducation context does affect students’ academic performance compared to single-sex schools in the sense that learners in single-sex schools seem to perform better academically. Further, most of the learners and teachers prefer single-sex schools to coeducation schools and the reasons for the dislike of coeducation context include, high level of indiscipline, boys’ offensive behavior towards girls, encouragement of boy-girl relationships that interfere with learning, the fear of girls to participate freely within classroom as well as teachers’ differential treatment of boys and girls in favor of girls. The study therefore recommended that the ministry of education should establish more single-sex schools and convert underperforming co-education schools into single-sex schools.

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Bowe, Anica G., Christopher D. Desjardins, Lesa M. Covington Clarkson, and Frances Lawrenz. "Urban Elementary Single-Sex Math Classrooms." Urban Education 52, no. 3 (August 3, 2016): 370–98. http://dx.doi.org/10.1177/0042085915574521.

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This study utilized a mixed-methods approach to holistically examine single-sex and coeducational urban elementary mathematics classes through situated cognitive theory. Participants came from two urban low-income Midwestern elementary schools with a high representation of minority students ( n = 77 sixth graders, n = 4 teachers, n = 2 principals). Findings demonstrate that African American girls made more math achievement gains in single-sex classrooms; single-sex classrooms might mitigate math academic stereotypes for students and teachers; and that important contextual factors play a role in these outcomes. Testing these factors is a step toward delineating a theory of change for single-sex education in urban public schools.

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Wills, Robin, Sue Kilpatrick, and Biddy Hutton. "Single‐sex classes in co‐educational schools." British Journal of Sociology of Education 27, no. 3 (July 2006): 277–91. http://dx.doi.org/10.1080/01425690600750452.

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Johnson, Dominique, and Billie Gastic. "Patterns of Bullying in Single-Sex Schools." Sexuality Research and Social Policy 11, no. 2 (February 13, 2014): 126–36. http://dx.doi.org/10.1007/s13178-014-0146-9.

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Harris, Mary B. "Coeducation and Sex Roles." Australian Journal of Education 30, no. 2 (August 1986): 117–31. http://dx.doi.org/10.1177/000494418603000202.

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In order to test conflicting hypotheses about the effects of coeducational versus single-sex schooling, 538 first-term Australian university students who had attended single sex or coeducational high schools were compared on a number of variables relating to sex roles. Those from the two types of schools did not differ significantly on the Australian Sex Roles Inventory or on a measure of nontraditional attitudes towards sex roles, although males and females differed in predictable ways. Most subjects, particularly those from coeducational schools, felt that coeducational schools are preferable and lead to a more natural attitude towards the opposite sex. Subjects from coeducational rather than single-sex schools said that they had more opposite-sex friends in high school and were more likely to feel that their school helped rather than hindered their everyday relations with the opposite sex and their chances for a happy marriage. However subjects did not feel that boys and girls learn or behave better in coeducational schools, and there were no differences in the percentages of subjects from the two types of schools who reported having had sexual intercourse or been in love while in high school. The single-sex schools attended tended to differ from the coeducational ones in being smaller, more urban, and more likely to be selective, which made comparisons difficult to interpret. Nevertheless it seems reasonable to conclude that coeducational schooling, at least for this selective sample, may have some advantages in fostering interactions with the opposite sex.

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Tsikati, Alfred F., and Nontobeko Mkhize. "PREDICTORS OF AGRICULTURE STUDENT ACADEMIC PERFORMANCE IN SINGLE SEX SCHOOLS IN ESWATINI." Journal of Education and Practice 3, no. 1 (January 31, 2019): 1. http://dx.doi.org/10.47941/jep.273.

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Purpose: Research at international platforms indicates that learners learn better if they are in a single sex school than in a co-education school. However, little information exists in the literature about students’ academic affairs in single sex schools in Eswatini. Thus, the study sought to identify predictor variables for agriculture student academic performance of single sex schools in Eswatini.Methodology: A descriptive-correlational research design was used. Ten Form 4 and Form 5 agriculture student from six single sex schools were randomly sampled for the study. Thus, a total of 120 agriculture student from the six single sex school participated in the study. A self-administered questionnaire was used in data collection. Three educational experts from the department of Agricultural Education and Extension established the face and content validity of the instrument. The instrument was found to be 83% reliable. Descriptive and inferential statistics were used in data analysis. Multiple regression was used to identify the predictors for agriculture student academic performance in single sex schools in Eswatini.Results: The study revealed that the agriculture student academic performance is predicted by sex.Recommendations: Therefore, the study recommended that parents should be encouraged to enroll their children in single sex schools especially boys schools so that they can do well in agriculture. A similar study should be conducted to compare the agriculture students’ academic performance in single sex schools versus co-educational schools in Eswatini.

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Lee, Valerie E., and Anthony S. Bryk. "Effects of single-sex schools: Response to Marsh." Journal of Educational Psychology 81, no. 4 (1989): 647–50. http://dx.doi.org/10.1037/0022-0663.81.4.647.

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Gastic, Billie, and Dominique Johnson. "Addressing Gender-Based Violence in Single Sex Schools." Journal of Curriculum and Pedagogy 10, no. 2 (December 2013): 127–30. http://dx.doi.org/10.1080/15505170.2013.849633.

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Lee, Soohyung, Muriel Niederle, and Namwook Kang. "Do single-sex schools make girls more competitive?" Economics Letters 124, no. 3 (September 2014): 474–77. http://dx.doi.org/10.1016/j.econlet.2014.07.001.

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Azhari, Ahmad Husam Bin, Nadia Amira Binti Mohd Akil, Dinie Syazwani Binti Badrul Aidi, Fatin Usyairah Binti Mohd Shah, Sharifah Miza Farhana Binti Said Anuar, and Suriyati Ujang. "The Comparison Between Students of Coeducational Schools and Single-Sex School in Malaysia." Jurnal Ilmiah Peuradeun 11, no. 3 (September 30, 2023): 831. http://dx.doi.org/10.26811/peuradeun.v11i3.912.

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The study aimed to determine which type of school appeared to be better because it has been a concern for parents when choosing schools for their children. The study also compared pupils’ socio-emotional, peer victimization, extracurricular achievements, academic performance, and career aspirations in three types of schools in Kuantan, Pahang. Data from three different schools were collected using a single cross-sectional with probability sampling design and analyzed using R programming. The result showed that pupils in girls’ schools performed better in mathematics and science than in boys’ and coeducational schools. Furthermore, pupils in boys’ schools were more interested in extracurricular activities than in coeducational schools. However, it was found that pupils in girls’ schools were more inspired to determine their future careers as compared to pupils in boys’ schools. Therefore, the study concluded that single-sex school was better regarding academic performance, career aspiration, peer victimization, and extracurricular activities. The study results suggest that students or parents choose the best path or school for their future endeavors.

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Sax, Linda J., Tiffani A. Riggers, and M. Kevin Eagan. "The Role of Single-Sex Education in the Academic Engagement of College-Bound Women: A Multilevel Analysis." Teachers College Record: The Voice of Scholarship in Education 115, no. 1 (January 2013): 1–27. http://dx.doi.org/10.1177/016146811311500106.

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Background/Context As opportunities for public and private single-sex education have expanded, the debate surrounding this issue has become more heated. Recent reviews of research on single-sex education have concluded that the evidence is mixed, due in large part to the difficulty of attributing differences between single-sex and coeducational students specifically to the single-sex nature of their experience, as opposed to other differences between single-sex and coeducational schools and their attendees. This study comes at a time of renewed national interest in the value and appropriateness of single-sex education, especially as changes to Title IX have expanded the opportunities to establish single-sex classes and activities, and contributes new data with a focus exclusively on the academic engagement of female students from single-sex and coeducational high schools. Purpose/Objective/Research Question/Focus of Study This study addresses whether levels of academic engagement differ between single-sex and coeducational settings. Research Design The study uses self-reported survey data and multilevel modeling to address secondary school-level effects in a national sample of women entering college. Findings/Results The analyses suggest that attendance at a single-sex high school remains a significant predictor of academic engagement even after controlling for the confounding role of student background characteristics, school-level features, and peer contexts within each school. Specifically, women attending all-girls high schools report higher levels of academic engagement across numerous fronts: studying individually or in groups, interacting with teachers, tutoring other students, and getting involved in student organizations. However, these results may also be attributed to other features that differentiate single-sex from coeducational schools, such as smaller enrollments and racial/ethnic diversity of the schools in this study. Conclusions/Recommendations Although the results of this study support the claims that all-female environments provide a unique opportunity for young women to thrive, these results should be interpreted with some caution. Because of the limitations of the study, it is difficult to make definitive inferences about the relationship between single-sex education and academic engagement, and we cannot assert with confidence that school gender alone is responsible for higher academic engagement. The study points the way for future research that further distinguishes the role of individual and school-level attributes and ideally examines this issue using longitudinal data. Finally, given the current expansion of single-sex education in the public schools, future research ought to employ these methodological advances in studies on single-sex public education and should consider the consequences of single-sex settings for both female and male students.

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Jane Amunga. "Benchmarking practices among single sex boarding secondary schools in Western Kenya." Technium Social Sciences Journal 8 (May 28, 2020): 117–31. http://dx.doi.org/10.47577/tssj.v8i1.782.

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This study investigated benchmarking practices by single sex boarding secondary schools in the Western region of Kenya. The purpose was to establish why these schools engaged in benchmarking, whether they prioritised different or common benchmarking activities, and the factors militating against benchmarking. The study was guided by the theory of the learning organization. The target was 66 (37 Boys boarding and 29 Girls boarding schools, previously classified as provincial schools) engaged in benchmarking at the time of the study. A total of 20 schools representing 30% were randomly selected. Of the 240 who formed the study sample (20 principals, 20 DOSs, 100 HODs and 100 teachers) 215 (89.58%) responded. Data were collected using questionnaires with closed and open ended items, and analysed both descriptively (means and percentages) and inferentially (Chi-square and Z-test) using the Predictive Analytical Software (PASW) Version 19.0. All responses on the open ended questions were paraphrased and others reported verbatim in triangulation of findings. The study found that, schools benchmarked national and county schools. Most of the programmes benchmarked were targeted improvement in academic performance. Both categories of schools had common benchmarking interests and therefore sought information on similar practices and programmes. While most respondents reported it the practice had improved examination results, a number of challenges were pointed out. These were lack of time, lack of resources, too much focus on exams and poor implementation of benchmarked programmes. It was therefore recommended that, schools create ample time for the exercise, allocate sufficient resources for implementation of programmes and go beyond the focus on academics to benchmark on other practices that build an all round student.

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Gibb, Sheree J., David M. Fergusson, and L. John Horwood. "Effects of Single-Sex and Coeducational Schooling on the Gender Gap in Educational Achievement." Australian Journal of Education 52, no. 3 (November 2008): 301–17. http://dx.doi.org/10.1177/000494410805200307.

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This study examined the effects of single-sex and coeducational schooling on the gender gap in educational achievement to age 25. Data were drawn from the Christchurch Health and Development Study, a longitudinal study of a birth cohort of 1265 individuals born in 1977 in Christchurch, New Zealand. After adjustment for a series of covariates related to school choice, there were significant differences between single-sex and coeducational schools in the size and direction of the gender gap. At coeducational schools, there was a statistically significant gap favouring females, while at single-sex schools there was a non-significant gap favouring males. This pattern was apparent for educational achievement both at high school and in tertiary education. These results indicate that single-sex schooling may mitigate male disadvantages in educational achievement.

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Anfara, Vincent A., and Steven B. Mertens. "Do Single-Sex Classes and Schools Make a Difference?" Middle School Journal 40, no. 2 (November 2008): 52–59. http://dx.doi.org/10.1080/00940771.2008.11461673.

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West, Anne, and Jan Hunter. "Parents’ Views on Mixed and Single‐sex Secondary Schools." British Educational Research Journal 19, no. 4 (January 1993): 369–80. http://dx.doi.org/10.1080/0141192930190406.

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Dhindsa, Harkirat S., and Siti-Zahrani Binti Haji Md Salleh. "Affective Domain Progression in Single-Sex and Coeducational Schools." International Journal of Science and Mathematics Education 16, no. 5 (March 18, 2016): 891–908. http://dx.doi.org/10.1007/s10763-015-9692-8.

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V. L, Kelly, and Oloyede O. I. "A COMPARATIVE STUDY OF GIRL’S PHYSICAL SCIENCE PERFORMANCE BETWEEN CO-EDUCATIONAL AND SINGLE SEX SCHOOLS IN SWAZILAND." International Journal of Research -GRANTHAALAYAH 7, no. 1 (January 31, 2019): 373–82. http://dx.doi.org/10.29121/granthaalayah.v7.i1.2019.1066.

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The major objective of the study was to compare the performance of girls studying physical science in single sex schools and those in co-educational schools. Three research questions were raised and one hypothesis formulated. The study adopted a cross-sectional survey research design using a sample of forty students’ randomly selected from two single – sex and two co – educational schools from the Manzini region of Swaziland. Data was collected using the Swaziland General Certificate of Secondary Examination results and a 10 – item 5 - scale Likert type of questionnaire. Data was analyzed using the Statistical Package for Social Sciences (SPSS). T-test was used to test the hypothesis at 0.05level of significance. The findings from this study showed that girls from single-sex schools perform significantly better in physical science than girls from co-educational schools. Social factors have the greatest influence on girl’s physical science performance, while school management issues have the least influence. It was concluded that performance of girls in single-sex schools is significantly different from the performance of girls from co-educational schools and social factors have the greatest influence on the physical science performance of girls. It was therefore recommended that teachers in co-educational school should do everything possible to improve the performance of girls in their schools and teachers in both schools should provide guidance and counseling services in order to educate the girls on the effects of social factors such as peer pressure on their physical science performance.

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Colley, Ann, Chris Comber, and David J. Hargreaves. "School Subject Preferences of Pupils in Single Sex and Co‐educational Secondary Schools." Educational Studies 20, no. 3 (January 1994): 379–85. http://dx.doi.org/10.1080/0305569940200306.

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Al-Bursan, Ismael S., Emil O. W. Kirkegaard, John Fuerst, Salaheldin Farah Attallah Bakhiet, Mohammad F. Al Qudah, Elsayed Mohammed Abu Hashem Hassan, and Adel S. Abduljabbar. "Sex Differences in 32,347 Jordanian 4th Graders on the National Exam of Mathematics." Journal of Individual Differences 40, no. 2 (April 2019): 71–81. http://dx.doi.org/10.1027/1614-0001/a000278.

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Abstract. Sex differences in mathematical ability were examined in a nation-wide sample of 32,346 Jordanian 4th graders (age 9–10 year) on a 40-item mathematics test. Overall, boys were found to perform slightly worse ( d = −0.12) but had slightly more variation in scores ( SD = 1.02 and SD = 0.98 for boys and girls, respectively). However, when results were disaggregated by school type, single-sex versus coed (i.e., coeducational), boys were found to perform better than girls in coed schools ( d = 0.27) but worse across single-sex schools ( d = −0.37). Two-parameter item response theory analysis showed that item difficulty was similar across sexes in the full sample. Item loadings exhibited substantial departure from measurement invariance with respect to boys and girls at single-sex schools, though. For boys and girls at coed schools, both the item difficulty and item loading correlations were highly similar, evincing that measurement invariance largely held in this case. Partially consistent with findings from other countries, a correlation between item difficulty and male advantage was observed, r = .57, such that the relative male advantage increased with increased item difficulty. Complicating interpretation, this association did not replicate within coed schools. Item content, Bloom’s cognitive taxonomy category, and item position showed no relation to sex differences.

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Sankoh, Foday Pinka. "ASSESSING CO-EDUCATION AND CHEMISTRY ATTAINMENT IN THE NORTHERN REGION OF SIERRA LEONE." International Journal of Scientific Research and Management 9, no. 12 (December 23, 2021): 2054–59. http://dx.doi.org/10.18535/ijsrm/v9i12.el04.

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This study covered nineteen senior secondary schools in the Northern region of Sierra Leone. The study is aimed at assessing the comparative attainment of pupils in single-sex and co-educational schools. A desk study of secondary data wherein documents and records relating to appropriate data sources were studied to obtain background information on co-education and chemistry attainment. A sample size of eight hundred and fifty seven (857) pupils from nineteen (19) senior secondary schools in the Northern regions of Sierra Leone who sat to the chemistry papers in the WASSCE of 2019. The study revealed that the proportions of credit and above in chemistry for boys and girls in single-sex schools are significantly higher than those of their counterparts in co-educational schools, and that the proportion of bare pass for boys is higher than that of girls, irrespective of whether the pupils are in single-sex or co-educational schools. Girls should do better as well as boys in chemistry if given the opportunity to do it and if provided with adequate motivation.

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Opare, James A. "Choosing a single·sex school: Elite cloning motive or queue jumping ambition?" Journal of Educational Management 1, no. 1 (November 1, 1998): 94–104. http://dx.doi.org/10.47963/jem.v1i1.357.

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Headmasters and headmistresses, who are the direct managers of our secondary boarding Schools, each year go through stressful pressures from parents who besiege their offices seeking admission for their children. Those who manage single-sex secondary boarding schools, as observed. tend to undergo more of the pressures. This study shows that both elites and non-elites want these single-sex boarding schools for their children because the fonnet see such schools as a means of socially reproducing themselves, while the latter see these schools as a means of upward social mobility through their children. The implications of the findings for educational management/ policy are discussed.

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Hostovsky Brandes, Tamar. "Separate and Different: Single-Sex Education and the Quest for Equality." Israel Law Review 45, no. 2 (June 29, 2012): 235–66. http://dx.doi.org/10.1017/s0021223712000040.

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This article examines the separation of boys and girls in religious schools in Israel and the current Israeli policy that aims to balance the right of equality with the right of denominational education in state-funded, religious schools. It draws on the legacy of the case of United States v Virginia and the subsequent regulations published by the United States Department of Education in 2006 in order to determine when single-sex education may be compatible with equality. It then examines both the relevance and the application of the criteria developed in the United States to religious schools in Israel.The article reviews and examines the two main justifications for single-sex education: cultural/religious and feminist. The right to establish single-sex educational institutions is perceived to be part of a minority group's right to culture. In conservative cultures, separation between men and women is often justified as a means of preserving modesty and as a necessity in order to educate and train men and women towards their respective social roles. More often than not, their justifications are incompatible with liberal notions of gender equality and dignity.Separation of men and women in the area of education is often also justified, however, from a feminist standpoint, which is rooted in pedagogical theories. Proponents of single-sex education argue that women-only educational institutions circumvent the inherent bias against women prevalent in coeducational schools, relying on research that indicates that girls perform better in girl-only schools, and attributing this both to the method of study and the educational environment of girl-only schools. They argue that, while separation in other areas of life may be humiliating, in education it has the potential of being empowering.The goal of this article is to examine how the two types of justification come into play in single-sex religious education in Israel. The article claims that where separation between boys and girls is justified by cultural and religious arguments, it must withstand the tests developed in the case law for the legality of practices that are incompatible with equality. It also argues that even where separation is permissible, the manner in which it is carried out should be regulated and supervised to ensure the minimum violation of equality.

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Bouabdallah, Faiza Haddam. "EFL Corner in Algeria: Single-Sex vs Co-Educational Schools." European Journal of Education 4, no. 2 (October 1, 2021): 45. http://dx.doi.org/10.26417/214xfp99d.

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Nowadays, English is significantly popular among Algerian generation but not to such an extent to be used in social context. Its use is, however, limited to classroom environment except for those students who are fond of this foreign language and master it with a high level of fluency. The purpose of this paper is to highlight the status of English as second foreign language in Algeria, and how it has been injected within the educational system by taking into consideration social and cultural aspects. Education is a process and like other processes, it is exposed to several factors, some of which are aid and some others are obstructive. The type of school can be one of these factors that may affect teachers and students: Single-sex or coeducational schools. Algeria is a country that still offers different types of schools that have great impact on pedagogy and on learners’ performance in the EFL context due to social and cultural impacts.

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Carpenter, Peter, and Martin Hayden. "Girls' Academic Achievements: Single-Sex Versus Coeducational Schools in Australia." Sociology of Education 60, no. 3 (July 1987): 156. http://dx.doi.org/10.2307/2112273.

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Melser, Daniel, Morteza Moallemi, and Jun Sung Kim. "Preferences for single-sex schools: Evidence from the housing market." Journal of Economic Behavior & Organization 189 (September 2021): 710–26. http://dx.doi.org/10.1016/j.jebo.2021.07.018.

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Shah, Saeeda, and Catherine Conchar. "Why single‐sex schools? Discourses of culture/faith and achievement." Cambridge Journal of Education 39, no. 2 (May 27, 2009): 191–204. http://dx.doi.org/10.1080/03057640902903722.

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Young, D. "Single‐sex schools and physics achievement: are girls really advantaged?" International Journal of Science Education 16, no. 3 (May 1994): 315–25. http://dx.doi.org/10.1080/0950069940160306.

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Norton, Stephen J., and Léonie J. Rennie. "Students’ attitudes towards mathematics in single-sex and coeducational schools." Mathematics Education Research Journal 10, no. 1 (April 1998): 16–36. http://dx.doi.org/10.1007/bf03217120.

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Signorella, Margaret L., Irene Hanson Frieze, and Susanne W. Hershey. "Single-Sex Versus Mixed-Sex Classes and Gender Schemata in Children and Adolescents: A Longitudinal Comparison." Psychology of Women Quarterly 20, no. 4 (December 1996): 599–607. http://dx.doi.org/10.1111/j.1471-6402.1996.tb00325.x.

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Positive effects for women and girls of all-female schools have been proposed, although there is relatively little clear empirical support for these beneficial results. Much of the cited research is based on elite all-female institutions or on parochial schools. This study takes advantage of the change of a private, nonparochial school from all girls to both sexes. Longitudinal data from grades 2 through 12 were collected over the course of the academic year to study the results of this transition. Stereotyping declined with age and over time in both types of classrooms. Girls in single-sex classrooms showed some tendency to be more stereotyped in their perceptions of mixed-sex classrooms than did the girls who were actually in that setting. Thus, none of the measures showed any significant increase over time in stereotyping among girls in mixed-sex classes. Implications of these findings are discussed.

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Gordillo, Enrique. "Parents’ Reasons to Enroll Their Daughters in an All-Girls School." Education and Self Development 17, no. 4 (December 22, 2022): 67–82. http://dx.doi.org/10.26907/esd.17.4.06.

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Research about school choice often leaves gender out of the equation. This omission becomes salient in a context in which a gender gap affects girls at school. Among the proposed interventions, single-sex schooling—its advocates say—emerges as a convenient proposal, as it is related to several advantages for girls, particularly disadvantaged ones. Some experts argue that enrolling their daughters in single-sex schools requires parents to make a pro-academic choice, which contributes to the creation of an environment that explains those advantages. This pro-academic choice assumes that parents know the advantages that single-sex schools offer to girls beforehand, and sustain several positive beliefs towards them. To explore this rationale, reasons for enrolling their kindergarten daughters in an all-girls school were collected among a group of parents (n = 18), and compared to parents’ (n = 17) of girls enrolled in a coeducational school. Both schools served a working-class population. Descriptive statistics and inferential analysis showed that for parents of single-sex schoolgirls, the most important reasons were pedagogical (curriculum, achievement, teachers) and pragmatic (near home, free). Only parents’ age was associated with preference for single-sex schooling. Nonetheless, the parents of the all-girls school hold positive beliefs regarding this type of education.

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Eckes, Suzanne. "Sex Discrimination in Schools: The Law and Its Impact on School Policies." Laws 10, no. 2 (May 11, 2021): 34. http://dx.doi.org/10.3390/laws10020034.

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The law has the potential to influence school policy in the United States. Specifically, statutes, constitutional provisions, and the outcomes of court cases can impact the civil rights of students, which, in turn, can presumably lead to policies that prohibit discriminatory practices. For example, Congress has enacted federal laws (statutes) that prohibit discrimination based on race, sex, and disability; these laws arguably impact school practice. After setting the legal context, through an analysis of statutes, constitutional provisions and case law, this article examines how law has the potential to influence education policy related to sex discrimination. In doing so, a few illustrative cases related to sexual harassment, single-sex programs, pregnant and parenting teens, dress codes, transgender student rights, and athletics are discussed to provide examples about how case outcomes may help create more equitable school environments.

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Esfandiari, Mahtash, and Shirin Jahromi. "A comparison of Iranian high school students in single-sex and mixed-sex bilingual schools: Intelligence and vocational aspiration." International Journal of Intercultural Relations 13, no. 4 (January 1989): 447–64. http://dx.doi.org/10.1016/0147-1767(89)90023-0.

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Jalaluddin, Jalaluddin. "Single-sex versus Coeducational Schools: Which One is More Effective to Implement in Indonesia?" JIIP - Jurnal Ilmiah Ilmu Pendidikan 5, no. 12 (December 1, 2022): 5405–12. http://dx.doi.org/10.54371/jiip.v5i12.1189.

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Single-sex school is the oldest educational institution in Indonesia and it is considered to be one of the original cultures of Indonesia. Although this schooling system has a big number in Indonesia, there have not been many investigations examining its effectiveness on the students’ performance. Therefore, this issue has a central role to guide the future implication of educational system in Indonesian high school. This investigation presents information on the effectiveness of single-sex school on the students’ performance in Indonesian high school context. Further, this investigation would also provide the relevancy of single-sex school with the Indonesian culture. In addition, this study would hopefully enhance the knowledge of other practitioners, students’ parents, as well as researchers about the position of local culture in the learning process. It is argued that single-sex school is more effective to apply in Indonesia to improve the learners’ performance at school. It is highly supported by its wider relevance with the Indonesian culture. Examining three main points can proof this. Firstly, single-sex school is very potential to promote good learners’ behaviour. Secondly, learning in a single-gender school can increase the students’ gender satisfaction. Lastly, single-sex school is a safer place to learn any subject as opposed to coeducational school where not all subjects are suitable to teach.

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Hussain, Safdar. "A Comparison of Students’ Academic Achievement in English in Single-Sex and Co-Educational Schools." Review of Economics and Development Studies 6, no. 2 (June 15, 2020): 645–55. http://dx.doi.org/10.47067/reads.v6i2.230.

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In this ex post facto research, the difference in students’ academic achievement in English has been examined in single-sex and co-educational schools on the bases of data obtained from 576 students from 03 boys’ only, 04 girls’ only, and 07 co-educational secondary schools from Multan. Students’ score in achievement test and gain in grades obtained in the subject of English from 2001 to 2005 were analysed using t-test of independent samples against grouping variable type of school students attended. Statistical control was also applied in the analyses of co-variance over confounding variables associated with students’ family and school. Both boys and girls from single-sex schools obtained better score in achievement test and gained better grades than students from co-educational schools and this difference remained statistically significant even after applying statistical control.

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Singh, Kusum, Claire Vaught, and Ethel W. Mitchell. "Single-Sex Classes and Academic Achievement in Two Inner-City Schools." Journal of Negro Education 67, no. 2 (1998): 157. http://dx.doi.org/10.2307/2668225.

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Young, Deidra J., and Barry J. Fraser. "Science Achievement of Girls in Single‐sex and Co‐educational Schools." Research in Science & Technological Education 8, no. 1 (January 1990): 5–20. http://dx.doi.org/10.1080/0263514900080102.

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Lee, Valerie E., and Anthony S. Bryk. "Effects of single-sex secondary schools on student achievement and attitudes." Journal of Educational Psychology 78, no. 5 (1986): 381–95. http://dx.doi.org/10.1037/0022-0663.78.5.381.

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Forgasz, Helen, and Gilah Leder. "VCE STEM subject enrolments in co-educational and single-sex schools." Mathematics Education Research Journal 32, no. 3 (May 24, 2019): 433–48. http://dx.doi.org/10.1007/s13394-019-00271-4.

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Law, Helen, and Joanna Sikora. "Do single-sex schools help Australians major in STEMM at university?" School Effectiveness and School Improvement 31, no. 4 (April 28, 2020): 605–27. http://dx.doi.org/10.1080/09243453.2020.1755319.

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Stamm, Monica J. "A Skeleton in the Closet: Single-Sex Schools for Pregnant Girls." Columbia Law Review 98, no. 5 (June 1998): 1203. http://dx.doi.org/10.2307/1123381.

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Thompson, Jennifer S. "The Effect of Single-Sex Secondary Schooling on Women's Choice of College Major." Sociological Perspectives 46, no. 2 (June 2003): 257–78. http://dx.doi.org/10.1525/sop.2003.46.2.257.

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This study examines the effect of attending an all-girls' high school on the sex-traditionality of women's choice of college major. Using data from the High School and Beyond study and multinomial logit analysis, the results indicate that women who attended all-girls' high schools (versus coed high schools) were more likely to major in sex-integrated fields, compared to highly female fields. The effect may be due in small part to feminist attitudes produced in an all-female high school environment but is not due to differences in coursework (particularly math) or test scores.

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Journal articles on the topic 'Single-sex schools'

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