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Lee, John Robert, i res cand@acu edu au. "Teenage Boys’ Perceptions of the Influence of Teachers and School Experiences on their Understanding of Masculinity". Australian Catholic University. School of Religious Education, 2003. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp36.29082005.
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There is widespread interest shown in the education of boys in school as evidenced in research, education initiatives and discussion in the general community. Research undertaken by Connell (1989, 1995, 1996, 2000), Laberge and Albert (1999), Mac an Ghaill (1994), Martino (1998), West (1999, 2002) and others suggests that there is a range of masculinities displayed by teenage boys. Some of the masculinities with which boys identify are in conflict with accepted ideas of educational achievement. This doctoral study investigates the contribution of teachers and school experiences to teenage boys’ understanding of masculinity. There are two components to the study. The first part is a systematic review of the literature to highlight findings about boys’ perceptions of relationships between masculinity and schooling. The second part is a qualitative empirical study of the views of a sample of Year 11 high school boys in two single sex Catholic schools. The interviews focus on their understandings of masculinity and their perceptions of influential aspects of school life. It includes an analysis of the boys' views of the impact of teachers, sport, discipline and classroom experiences. Participants in the study indicated that masculinity is changing and the community is requiring men to be more expressive of emotions. The majority of teenage boys interviewed stated that teachers and school experiences influenced their understanding of masculinity. Pupil - teacher relationships, conversations, exhortations and non-verbal communications are all perceived as means by which teachers influence students. Some teachers were regarded as good role models, making a positive contribution the boys’ masculinity. Interviewees reported that the schools promoted two masculinities, ‘sporting’ and ‘academic’. They spoke of contrasting interpretations of the appropriate expression of emotion. One finding of the study is that some of the teenage boys experienced a ‘spirituality of connected masculinity’ through singing, cheering and participation in school activities including sport, liturgies and retreats. Implications are drawn from the study and recommendations are made for improving the education of boys including how schools can encourage a diversity of ‘reflective’ masculinities rather than reinforcing ‘hegemonic’ understandings of masculinity.
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Cameron, Cynthia L. "Young Women Imaging God: Educating for a Prophetic Imagination in Catholic Girls’ Schools". Thesis, Boston College, 2017. http://hdl.handle.net/2345/bc-ir:107372.
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Thesis advisor: Jane E. ReganThis dissertation considers adolescent girls and what they need from an all-girls’ Catholic school that will prepare them, not just for college and career, but for life in a world that marginalizes girls and women. More than simply trying to make a case for single-sex schooling for girls, it suggests that the single-sex school is an important site for conversations about what it means for adolescent girls to be adolescent girls. This project names the patriarchal forces that marginalize girls and calls for a pedagogical approach that is rooted in the theological affirmation that adolescent girls are created in the image of God and called to exercise a prophetic imagination. Chapter one introduces the history of all-girls’ Catholic secondary schools, a history rooted in the story of women’s religious orders and the ministries of these women religious as educators at a time when the education of girls was not valued. Today’s all-girls’ Catholic schools are informed by this history and the Catholic Church’s commitment to honoring the dignity of each student, thus grounding a commitment to a caring and liberative educational approach. Chapter two argues that contemporary adolescent girls, including those who attend these all-girls’ Catholic secondary schools, are growing up in a cultural milieu that makes them vulnerable to the effects of the conflicting and impossible expectations to which girls and women are held. Chapter three investigates the imago Dei symbol as a theological foundation for fighting this toxic cultural milieu. Taking a cue from feminist theologians who have explored embodiment and relationality as central expressions of the imago Dei, this chapter proposes that creating communities of God’s hesed (loving-kindness) and resisting injustice are two ways that the imago Dei symbol can be expressed so as to best include adolescent girls. Chapter four suggests that, in order to realize this goal of affirming the imago Dei in adolescent girls by creating communities of God’s hesed and resistance to injustice, a feminist prophetic imagination is needed. Drawing on Walter Brueggemann’s identification of the prophetic imagination as the twinned process of denouncing the oppressive forces of the dominant culture and announcing a new and more just way of being in the world, it proposes a feminist prophetic imagination that engages in a feminist critique of the cultural milieu that girls experience and the construction of communities based in hesed and resistance to injustice. Chapter five takes up the pedagogical challenges of teaching with and for a feminist prophetic imagination. The liberative pedagogy of Paulo Freire and the caring pedagogy of Nel Noddings provide the resources for educating adolescent girls to participate in communities of God’s hesed and in practices of resistance to injustice. Chapter six returns to the concrete situation of all-girls’ Catholic secondary schools and imagines how these schools can speak to a commitment to educating for a feminist prophetic imagination in their mission and reflects on how a feminist prophetic imagination can be expressed and formalized in all Catholic schools
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McEachern, Kirstin Pesola. "Building a brotherhood?: A teacher researcher's study of gender construction at an all-boys Catholic secondary school". Thesis, Boston College, 2014. http://hdl.handle.net/2345/3827.
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Thesis advisor: Marilyn Cochran-SmithDespite renewed interest in single-sex education, these classrooms remain relatively unstudied, even in Catholic schools, which have a long history of single-sex education. Although there are over 460 single-gendered, Catholic K-12 schools in the United States, which educate roughly 215,000 students (McDonald and Schultz, 2011), these schools are often ignored in educational research. Practitioner research in this area is almost nonexistent, yet it can generate and disseminate insider knowledge that directly improves the educational sites from which it emerges. For the past 11 years, I have taught English at "St. Albert's Preparatory School," an all-boys suburban secondary school serving over 1,100 students in the Northeast. The school regularly speaks of fostering a brotherhood among the students, and I see evidence of this on a daily basis. However, St. Albert's has not always been an easy place to work. My own experience is consistent with research studies that have found all-boys schools to be more sexist environments than all-girls schools (Lee, Marks, and Byrd, 1994) where students generally afford their female teachers less respect than their male teachers (Keddie, 2007; Keddie and Mills, 2007; Robinson, 2000). Based on my experiences as a female teacher at this school, I conducted a teacher research study on how my students and I constructed gender in the context of our English classroom. Drawing on a wealth of qualitative data sources, this study builds three main arguments: the school community built a brotherhood in part by engaging in silence and othering; the all-boys environment acted as a double-edged sword in that it contributed to a comfortable setting for the students to explore gender issues, but it also encouraged the students to shed their unique, multi-faceted masculinities and enact hegemonic gendered behavior that perpetuated an unjust order; and though I was well versed in issues of gender equity, I, too, was affected by the all-boys classroom space and contributed to the hegemonic gender order at the school
Thesis (PhD) — Boston College, 2014
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Navarro, Candy. "Exploring Latinidad| Latina Voice and Cultural Awareness in a Catholic Female Single-Sex High School". Thesis, Loyola Marymount University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10157571.
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This study focused on the perceptions of 16 Latina students regarding their cultural school climate as well as the thoughts of two administrators and six teachers at an all-female Catholic high school. Students revealed that, while they felt very supported by the school’s faculty and administration, they revealed that their culture was not fully embraced and/or represented in their educational curriculum and school’s practices. Students also alluded to deliberately choosing and valuing to spend their free time with their family over their classmates. Further, they felt disconnected from their school’s mission, which emphasized sisterhood among students. Furthermore, bicultural students provided a unique perspective often not fitting the Latina and/or dominant culture at the school.
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Bickett, Jill Patricia. "A Case Study of Student Leadership and Service in a Catholic Female Single-Sex High School". Digital Commons at Loyola Marymount University and Loyola Law School, 2008. https://digitalcommons.lmu.edu/etd/275.
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The purpose of this study was to research student perspectives about, and participation in, leadership and service at Catholic female single-sex high schools. This study draws data from a Catholic female single-sex high school in a metropolitan area of the United States. Data collection included school document review, site observation, and interviews of current students (n=10), young alumnae (n=5), mature alumnae (n=5), and current faculty and staff (n=6). The data was analyzed using an adapted theoretical framework of Wenger's (1998) social theory of learning, informed by Lave and Wenger's (1991) concept of communities of practice. This study addresses how the situated experience of the Catholic female single-sex high school affects students' expectations, values, and behaviors regarding leadership and service. The data show that the situated experience of a Catholic female single-sex high school encouraged engagement and interest in leadership and service. Students were empowered to believe that gender should not be an obstacle in seeking positions of leadership or service. However, although the environment was successful in advocating for participation in leadership and service, the social structure, social practices, identity formation, and situated environment tended to reinforce traditional gender-based notions of leadership and service. The culture of the school did not encourage the use of a critical lens to view the inequity that women experience, resulting in student expectations, behaviors, and values that were reproduced from the dominant culture in society. Student relationship to community and Catholicity is also discussed. In order to achieve the benefits of female empowerment advocated by the school, greater emphasis should be placed on identifying and addressing the obstacles to female leadership and service in society at large. There should be continued research to identify effective strategies for empowering female students to participate in leadership and service opportunities in high school, while providing them with a clearer sense of the challenges they will face in leadership and service positions later in life. In this way, the mission of Catholic female single-sex high schools can be more fully realized, which will hasten the day when true gender equity is achieved in the broader social context.
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Torres, Samuel. "Pastoral Care, Mission, Tradition and Community: Alumnae Perceptions of a Catholic Female Single-sex High School". Digital Commons at Loyola Marymount University and Loyola Law School, 2019. https://digitalcommons.lmu.edu/etd/894.
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This qualitative study examined the experiences of Saint Mary’s High School alumnae from the freshman class of 1949 through the graduating class of 2010 in order to identify what has sustained the school over the decades. Years after graduation, alumnae held memories of their school experiences that resulted in personal and long-lasting qualities that continue to have significant impacts on individuals and the institution. Data was gathered through written journals and interviews. The Appreciative Inquiry (AI) model was used to analyze the context of alumnae experiences. Using the AI model, multiple categories arose as positive notables mentioned by the participants. The prominent themes contributing to school sustainability were pastoral care, mission, tradition, and community. These sustaining characteristics, which are still exhibited in the lives of current laity and students, were linked to the original charism brought to the school through the Sisters’ order.
Student success and satisfaction are critical to sustaining Catholic schools as tuition continues to rise and enrollment in Catholic schools’ decline. Saint Mary’s High School, and other similar Catholic schools, should consider strengthening their identity through mission-related activities and values. The findings of this study suggested that sustaining Catholic school environments may be as simple as becoming reacquainted with their original missions. Results of this study showed that Catholic school leaders and faculty are successfully transmitting the same values and mission-driven messages as their predecessors. Emphasizing a holistic and compassionate school setting is vital to the overall success of each student and the longevity of schools.
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Pérez, Aguilar Jennifer Maria. "Latinas’ Access to Advanced Placement Courses: A Case Study of a Catholic Female Single-Sex High School". Digital Commons at Loyola Marymount University and Loyola Law School, 2013. https://digitalcommons.lmu.edu/etd/216.
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The purpose of this qualitative study was to examine Latinas’ access to Advanced Placement/ Honors courses in a Catholic female single-sex high school and to examine their experiences and perspectives when they are granted or denied access into an AP/Honors course. This study also aimed to explore how the Catholic single-sex high school is aligned with the Catholic, single-sex, and Advanced Placement advantage for Latina students who have been granted or denied access to an Advanced Placement/Honors course. The case study focused on one Catholic all-female high school in the Western United States and participants included Latina current students and alumnae (n=11), the high school principal (n=1), and teachers (n=2) from the school. Data was collected via document review, the gathering of descriptive data, as well as participant interviews. The theoretical framework used to analyze this data was a blend of Critical biculturalism, Chicana feminist theory, as well as the principles of Catholic social teaching. Findings highlight a fairly exclusive AP/Honors placement process with unclear guidelines to be followed in order to appeal a decision. Latinas’ experiences range from feeling like outsiders and being made to feel not good enough, to feeling competitive and being resilient. Their perspectives on why they decided to appeal the decision of their placement had to do with their feeling that they had the capacity for advanced work, their driven nature, and their desire to be exposed to more learning. Further, perspectives also emerged concerning the school’s sisterhood and its influence on issues of race and class. In regards to alignment with the Catholic, single-sex, and AP advantage the data illustrates that while participants seemingly agree that there are advantages, they are also cognizant of other factors that overshadow these advantages.
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Aguilar, Jennifer M. Perez. "Latinas' Access to Advanced Placement Courses| A Case Study of a Catholic Female Single-Sex High School". Thesis, Loyola Marymount University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3600064.
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The purpose of this qualitative study was to examine Latinas' access to Advanced Placement/Honors courses in a Catholic female single-sex high school and to examine their experiences and perspectives when they are granted or denied access into an AP/Honors course. This study also aimed to explore how the Catholic single-sex high school is aligned with the Catholic, single-sex, and Advanced Placement advantage for Latina students who have been granted or denied access to an Advanced Placement/Honors course. The case study focused on one Catholic all-female high school in the Western United States and participants included Latina current students and alumnae (n=11), the high school principal (n=1), and teachers (n=2) from the school. Data was collected via document review, the gathering of descriptive data, as well as participant interviews. The theoretical framework used to analyze this data was a blend of Critical biculturalism, Chicana feminist theory, as well as the principles of Catholic social teaching. Findings highlight a fairly exclusive AP/Honors placement process with unclear guidelines to be followed in order to appeal a decision. Latinas' experiences range from feeling like outsiders and being made to feel not good enough, to feeling competitive and being resilient. Their perspectives on why they decided to appeal the decision of their placement had to do with their feeling that they had the capacity for advanced work, their driven nature, and their desire to be exposed to more learning. Further, perspectives also emerged concerning the school's sisterhood and its influence on issues of race and class. In regards to alignment with the Catholic, single-sex, and AP advantage the data illustrates that while participants seemingly agree that there are advantages, they are also cognizant of other factors that overshadow these advantages.
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Winslow, Mary Ann. "Where the boys are: The educational aspirations and future expectations of working class girls in an all-female high school". Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187399.
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The purpose of this study was to ascertain the educational aspirations and future expectations of working class youth in an all-female Catholic high school. The ethnographic methods of primarily interviews and participant observation were used to discover the plans and the decision processes of approximately 21% of the senior class. Sixty girls were interviewed four weeks before graduation, as well as 20 teachers and administrators. Almost 100% of the sample (59) planned to attend college the following fall. While most institutions were competitive, only one planned to attend a most competitive, most selective institution, although several met the admissions requirements to do so. One-fourth of the sample planned to attend community colleges. The institution helped to facilitate the process of college entrance. However, many of the girls' decisions were determined before high school, and most were influenced by family members, most of whom had never attended a finished college. It was observed and reported by the girls that the all-female environment enhanced their educational experiences.
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Evers, Julianne M. "A COMPARISON OF FEMALE ATHLETES AND NON-ATHLETES FROM SINGLE-SEX AND COEDUCATIONAL CATHOLIC INSTITUTIONS ON SELF-PERCEPTIONS, BODY IMAGE, AND GENDER-RELATED COGNITIVE SCHEMATA". Miami University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=miami1173463454.
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Meuller, Fiona J., i n/a. "Teachers' attitudes towards single-sex and co-educational schools". University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20061110.100834.
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Leung, Hung-piu, i 梁雄標. "Changing from single sex to mixed sex physical education in secondary schools: a case study". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B3195957X.
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Leung, Hung-piu. "Changing from single sex to mixed sex physical education in secondary schools : a case study /". Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18811425.
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Logan, Kerina Ann. "The culture of computer classrooms in single-sex and mixed-sex secondary schools in Wellington, New Zealand". Curtin University of Technology, Science and Mathematics Education Centre, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=15049.
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The participation by females in computing education has become an issue in the Western world. Fewer females than males are observed at all levels of computer education. As the level becomes more advanced the loss of females is both cumulative and progressive. Reports from the United Kingdom, the United States, and New Zealand indicate that at secondary level boys significantly outnumber girls in higher-skill computing courses and at tertiary level the numbers of females enrolling has declined over the past decade. The motivation for this research was a desire to understand why females were not enrolling in computing classes, and when they did, why their retention was poor. A review of the literature regarding females and computing indicated that there were certain features evident in the computing classroom believed to contribute to a unique culture existing in the computing learning environment. These included the context in which computing is historically embedded, the lack of female teachers as role models and the nature of the classroom itself, where male attitudes towards computers and games play a critical role. Throughout the literature the culture of computing was shown to be strongly embedded in male values, and unattractive to many females. For this reason, some researchers suggest that single-sex classrooms or schools may provide a more supportive learning environment for both female and male students. Therefore this study explored the computer classroom learning environment of senior secondary school students at three different types of school, single-sex girls' and boys' schools and mixed-sex schools. A mixed-method research design was adopted to investigate the nature of the classroom learning environment in which computing is situated and to determine ways by which it might be made more equitable.A questionnaire with seven subscales was used to measure students' perceptions of the computer classroom learning environment. Data were collected from senior students taking computing at seven secondary schools in the central Wellington area, and the differences between the perceptions of girls and boys at single-sex and mixed-sex schools were analysed. The results suggested that, on a number of subscales, students from single-sex schools were more satisfied with their learning environment than students from mixed-sex schools, and that girls were less satisfied than boys. These findings suggested that the sex of the student and the type of school attended were associated with students' perceptions of the computer classroom. The questionnaire data were supported by interviews with students and their teachers and by observations of some of the classes. The analysis of the qualitative data confirmed many of the concerns expressed in the research literature, and revealed significant differences in the behaviour of boys and girls in the computer classroom, thus leading to the proposition that both sexes might benefit from single-sex classes. The results also highlight the critical role played by the teacher in the transfer of cultural values in the classroom through the teaching style and organisation of class activities. Taken together, the findings from the study, in the context of the research literature, enabled recommendations to be made for providing a more equitable computer learning environment for both girls and boys. Suggestions for future research, particularly in light of the changing national computing curriculum, are made.
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Scioli, Rose M. "Gender Roles and the Single-Sex Environment: The Effects of Single-Sex Schooling on Gender Role Attitudes and Life Plan". Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/345767.
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Educational LeadershipEd.D.
The purpose of this study was to ascertain whether or not the single-sex environment has an effect on the gender role perceptions and life paths of young women. Students were selected from two urban high schools, one all-girls and one coeducational. The schools themselves are located a short distance from each other to ensure consistency in regards to socioeconomic status. This study used a mixed methods analysis. Female students in their senior year of high school were surveyed using a gender role perception inventory (Prasad & Baron, 2009). Ten students from the original sample, five from each site, were then selected for in-depth, face-to-face interviews. Results indicate that there is little difference in gender role perception and life path between the two samples. The only exception is in the area of gender role reversal, which favors the single-sex school. As such, students from the single-sex school are more likely to indicate comfort with the inversion of conventional gender roles. In terms of life path, no significant difference between the two groups was found in terms of traditional, non-traditional, and gender-neutral career plans. Interviews with students from both sites reveal two major differences thematically. Students in the single-sex school reported that the decision to attend an all-girls school was mostly made by their parents, while students in the coeducational school reported making the decision themselves. The second difference between the two environments is that students in the single-sex school reported that they and their peers in the school feel quite comfortable acting “themselves” because of the lack of males in the environment. The students in the coeducational school corroborated that sentiment by expressing the tendency of their female peers to act differently in the presence of male peers. The results of this study do not conclusively prove that the single-sex environment is beneficial for the formation of non-traditional gender role perception and life path, with the exception of the reversal finding. The interviews, however, may indicate that the students in the single-sex environment have an advantage in terms of comfort because of the absence of their opposite sex peers. Indisputably, this study confirms that more research is needed in the area of single-sex education for females.
Temple University--Theses
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Rodriguez, AnaGloria. "Comparing math self-efficacy in middle school girls". Morgantown, W. Va. : [West Virginia University Libraries], 2003. http://etd.wvu.edu/templates/showETD.cfm?recnum=3266.
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Thesis (M.A.)--West Virginia University, 2003.Title from document title page. Document formatted into pages; contains vi, 61 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 43-46).
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Mueller, Fiona Jane. "Separate but equal? the enduring appeal of the single-sex public high schools of New South Wales /". Access electronically, 2007. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20080303.145544/index.html.
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Conte, Sandra. "Single-sex education vs coeducation : the ongoing debate in the new millen[n]ium". Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=118286.
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The present study was designed to inform readers about single-sex education and coeducation. This monograph is divided into four sections. In the first section, readers are informed about my own experiences concerning both single-sex and mixed-sex education. Furthermore, I give my own opinions about topics such as : classroom climate and the different attitudes I encoxmtered teaching within both settings. The second section gives a brief history of both single-sex education and coeducation in North America. The historical perspective goes as far back into the past as the eighteenth century and brings us forth until the 1980's and early 1990's decades. The third section focuses on present-day issues and research concerning both types of education. Many researchers are advocates of either single-sex education or coeducation and much of their research will be presented to the reader. The fourth section is the conclusion. I conclude this monograph with my own personal opinions on the topics discussed and also reflect on any further research which could be done within this area of study.Cette étude cherche a informer le publique au sujet de renseignement dans un milieu scolaire unisexe et mixte. Ce mémoire est divisé en quatre sections. Dans la première, j'informe les lecteurs sur mes experiences personnelles au niveau de l'enseignement dans un milieu unisexe et mixte. De plus, j'exprime mes opinions sur des sujets tels que : le climat au sein de la classe et les diverses attitudes que j'ai rencontrées en ayant enseigné dans les deux environnements. La deuxième section donne un bref aperfu historique sur renseignement unisexe et mixte en Amerique du Nord. Cet apercu historique remonte au dix-huitième siècle jusqu'au debut des annees '90. La troisième section met l'emphase sur les sujets d'actualité dans ce domaine et les etudes portant sur les deux formes d'education. Plusieurs chercheurs favorisent soit I'enseignement mixte ou unisexe et leurs donnees seront presentees au lecteur. Finalement, lors de la demiere section, je vais conclure ce memoire avec mon opinion personnelle sur les sujets abordes et reflechir sur des etudes additionnelles qui pourraient etre menees dans ce domaine.
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Fox, Jonathan Franklin. "HOW EFFECTIVE ARE PUBLIC HEALTH EDUCATION PROGRAMS, UNFETTERED FARM MARKETS AND SINGLE SEX SCHOOLS?" Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/195813.
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My dissertation examines the effectiveness of three policy choices in meeting socio-economic goals. The first analyzes the impact of public health education and poverty relief on child mortality in the early twentieth century, when infant and child mortality rates in the United States were startlingly high. During the 1920s, the rates dropped significantly and only part of the declines can be attributed to major sanitation and water projects in cities.Using a fixed effects identification strategy and adjusting to 2007 dollars, about $29,000 in public health education spending and about $781,000 in poverty relief spending were each associated with an infant death avoided. In comparisons with many modern programs, these costs associated with saving infant lives in the early 1920s were low. After controlling for city-specific trends in mortality, the effect of public health education programs is attenuated. This potentially suggests that with public health education, it is the stock of knowledge that is important.The second part of my dissertation examines the sensitivity of agricultural prices and output to local and non-local weather fluctuations in the United States prior to 1932, when markets were relatively open and largely unfettered by modern farm programs. The price sensitivity to these local and non-local weather fluctuations is estimated for the crops cotton and wheat, which have relatively low transport costs and are primarily exported to non-local markets, as well as for corn and hay, crops with high transport costs and used in local productive activities.For cotton and wheat, changes in local weather seem to have little effect on farm-gate prices, while changes in weather affecting the aggregate market play an important role. Corn and hay prices are much more sensitive to changes in state-level temperature, precipitation, and drought conditions.The third study examines the returns to education for women who attended a college with a predominantly female population. Using the program evaluation framework and matching techniques, I find that attending a female-dominated school yields positive labor market effects on the order of about 15 percent upon first entry into the labor market but that these effects seem to diminish over time.
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Blue, Kathleen M. "Does education come in pink or blue? the effect of sex segregation on education /". Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Blue_KMITthesis2009.pdf.
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Mulhern, Fiona. "Gender and GCSE mathematics achievement at single sex schools : the effects of attitude, self esteem, sex role identity and parental influences". Thesis, University of Ulster, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.268555.
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Russotto, Darcy Anne. "Single-sex Education: Effects on Achievement and Engagement of African-American Students in Urban Public Schools". Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/36250.
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Educational PsychologyPh.D.
The purpose of this study was to provide insight on whether providing a single sex educational environment to inner-city African-American students helped to improve students' achievement and school engagement. A purposive sample of all students in grades three through six enrolled in single sex classrooms in a public school in a large urban city was included in this research. Comparison groups were selected from a neighboring public schools, ensuring the most consistency across demographic variables. Students completed two surveys: the School Engagement Survey (Fitt & DuCette, 2001) and the Estes Attitude Scale - Revised (Estes, Estes, Richards & Roetiger, 1981). Also, achievement data for these students were collected via a state sponsored school district data warehousing system. Students were also asked to participate in same sex, same grade focus groups. Ten teachers of these students were asked to participate in individual interviews. Results indicated that students in single-sex classes had statistically higher means than students in coeducational settings on the School Engagement Survey sections of Positive Self Perception, Positive Teacher Belief, and Positive School Environment. Also, students in coeducational settings had statistically higher means on the Estes Attitudes Scales for the subject of mathematics. Students who were enrolled in single-sex classes for more than one year had higher scores on standardized mathematics tests. Although single-sex and coeducational students start at approximately the same level for both reading and math, the single-sex students consistently score higher than their coeducational counterparts. Additionally, the results showed no significant gender differences on any of the measures of attitudes or achievement. Teachers did not drastically change their instructional approach after being assigned to a single-sex classroom but they did change their approach to behavior management. Teachers do not participate in quality, ongoing professional development to support their practice as teachers of a single-sex class. Both boys and girls seem to enjoy the attention they receive in single-sex classes. Boys and girls also expressed a feeling of comfort in the single-sex setting. Boys and girls alike expressed enjoyment of all school subjects including mathematics and science. Girls and younger boys perceived themselves as being much more academically successful in the single-sex classroom. Boys in grades five and six perceived themselves as failing academically and they blame the bad behavior exhibited in their all boys' classes.
Temple University--Theses
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Herrick, Laura Kathryn. "Same-sex schooling versus co-educational schooling and their effects on achievement, assessment and gender bias". Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Herrick_LMITthesis2009.pdf.
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Gordillo, Enrique G. "Correlation between disruptive behaviors and school grouping (single-sex vs. coeducational) in students from Callao, Peru". Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/116833.
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Debate on single-sex vs. coeducational schooling has increased over the last years. The purpose of the following study is to produce empirical evidence on this debate by comparing the frequency of disruptive behaviors in students thatattend single-sex and coeducational schools, in order to find statistical correlation.The frequency of disruptive behaviors in students coming from 5 single-sex schools was compared to that coming from 5 coeducational ones. Data came from 844 students aged 14, attending public schools in Callao, Peru. Students from single-sex schools showed less frequent disruptive behavior in each of the three measured categories—disruptive behaviors, behaviors that show lack of responsibility and anti-social behavior. A weak correlation was found between each of the three categories and the main variable. The study controlled for extraneous variables.El debate sobre el mejor modo de agrupar a los estudiantes (coeducación o educación diferenciada) ha cobrado vigencia en el panorama educativo mundial. El presente estudio procuró aportar evidencia empírica al debate mediante la comparación de la frecuencia de conductas disruptivas de estudiantes de ambos modos de agrupamiento para encontrar una eventual correlación. Se compararon las frecuencias de conductas disruptivas de ochocientos cuarenta y cuatro estudiantes de segundo de secundaria de escuelas públicas del Callao (cinco mixtas; cinco diferenciadas). Los estudiantes de escuelas diferenciadas presentaron una frecuencia menor en las tres categorías analizadas (conductas que interrumpen el estudio, de falta de responsabilidad y perturbadoras de las relaciones sociales en clase). Asimismo, se encontró una correlación débil entre cada una de las categorías y la variable «agrupamiento escolar por sexo». Se controlaron variables intervinientes.
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Brown, Cory Terrell. "Free to Be... You and Me: Gender, Identity, and Education in Urban Schools". The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1339770883.
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Scott, Mary Steele. "Gender differences in the self-esteem and body image of adolescents at co-educational and single-sex schools /". Title page, contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09ARPS/09arpss428.pdf.
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Wong, Kit-kwan Heidi, i 黃潔君. "Sex-role stereotypes and academic subject preferences among Form 3 boys and girls in co-educational and single-sex Anglo-Chinesesecondary schools in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956889.
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Wong, Kit-kwan Heidi. "Sex-role stereotypes and academic subject preferences among Form 3 boys and girls in co-educational and single-sex Anglo-Chinese secondary schools in Hong Kong". [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13553379.
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Campbell, Amos Lord-Allan. "The Impact of Violence in Coeducational Institution: Why Does there Appear to be more Violence in Coeducational Schools than in Single Sex Schools in Jamaica?" Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/488360.
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Educational LeadershipEd.D.
School violence is a problem and particularly in Jamaica where it seems to be more pronounced in coeducational schools. Keen qualitative data garnering driven by the theory of symbolic interaction provides insight. Recently, Northern Caribbean University Radio announced that, in Jamaica, there is a high rate of violence in schools, and that there have been more reports of violence in coeducational schools than in single-sex schools (NCU Radio FM 91). We need to know is why this is the case? This qualitative research investigates the relationship between school structure and the incidences of violence. For a considerable period of time, the arm of the government, namely, the Ministry of Education, has been trying to stem the continuous wave of violence in schools, apparently with very little success. To date, coeducational schools have recorded more student violent activities than single-sex schools. This study will seek to ascertain why there is more violence in coeducational schools. The primary source of data for this study will be interviews with principals and vice principals, deans of discipline, guidance counselors and classroom teachers in both single-sex and coeducational schools. Another data source will be documents relating to violence in coeducational schools.
Temple University--Theses
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Demaske, Devin M. "The Differences Between How Boys and Girls Learn and the Benefits of Single Gender Schools". Cleveland State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=csu1299084611.
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Gillis, Myra Bryant. "Gender-based education the pilot year of single-gender classes at a public elementary school /". Diss., Mississippi State : Mississippi State University, 2005. http://library.msstate.edu/etd/show.asp?etd=etd-07012005-160312.
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Garcia-Santos, Marina. "What about the boys in school?Exploring the underachievement of boys in compulsory schools". Thesis, Malmö högskola, Lärarutbildningen (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-36457.
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The underachievement of boys in school seems to be the general norm in many countries. Many studies have tried to find the key to this problem; still, no one seems to have found it. Studies about brain research, boys’ attitudes or motivation are trying to find the final solution and the appropriate strategies to address the problem. This degree project has chosen to explore if single-sex classrooms can enhance boys’ achievement in the language classrooms. Many scholars seem to be convinced that single-sex teaching can be the solution of the underachievement of the male students in compulsory schools. However the findings of this degree project show that more work must be done in this field to accept single-sex teaching as the solution to close the gender gap. Many recent articles, books and documents about the actual topic have been reviewed to give some light to this degree project.
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Parsley, Kadie Lynn. "A Study of Effective Instructional Practices for Teaching Boys in All-Boys Independent Schools in Virginia". Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/103153.
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The purpose of this study was to identify instructional practices that are effective for teaching boys in all-boys, independent schools in Virginia. Teachers' self-reported levels of preparedness to teach boys was also investigated. The study was a basic qualitative study that used a qualitatively designed survey to collect data regarding the instructional teaching practices used by teachers of all-boys, independent schools in Virginia. The reported data identified several instructional practices that align with prior research conducted by Reichert and Hawley (2010b). The findings of this study indicated that active movement and hands-on, interactive learning are effective instructional practices for teaching boys. Additionally, the study indicated that teachers are prepared to teach boys, and relationships built on trust and respect are important for boys to learn.Doctor of Education
The purpose of this study was to identify instructional practices that are effective for teaching boys in all-boys, independent schools in Virginia. Teachers' self-reported levels of preparedness to teach boys was also investigated. For the purposes of this study, the term "instructional practice" refers to a specific teaching method used in a lesson, unit of study, or assigned task that is effective. The participants could deem the practice effective for a variety of reasons, either measurable or immeasurable, including but not limited to a boy's performance level, behavior, engagement, attentiveness, motivation, and/or overall quality of work. The study was a basic qualitative study that used a qualitatively designed survey to collect data regarding the instructional teaching practices used by teachers of all-boys, independent schools in Virginia. The reported data identified several instructional practices that align with prior research conducted by Reichert and Hawley (2010b). The findings of this study indicated that active movement and hands-on, interactive learning are effective instructional practices for teaching boys. Additionally, the study indicated that teachers are prepared to teach boys, and relationships built on trust and respect are important for boys to learn.
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El-Aswed, Masauda. "Islamic education and single-sex schooling : an investigation into the motivations of Muslim parents when sending their children to Islamic schools". Thesis, University of Sheffield, 2014. http://etheses.whiterose.ac.uk/10690/.
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In recent years, Britain has witnessed an increase in the number of Islamic schools, at primary and secondary levels. This phenomenon of religiously-based schools is not new to British society. Christian and Jewish faith schools are well and long established and widespread. Some Muslim parents look for an Islamic school for their children. This study seeks to find out why. What is it that they think is lacking in state school education? In this thesis I explore the debate over Muslim parents' motivations for sending their children to Islamic schools and examine what this type of school can offer their children which state schools cannot offer. Qualitative data was collected for this study to identify some Muslim parents' reasons for sending their daughters and sons to Islamic schools. The data consisted of a questionnaire and interviews conducted with parents who had children in two case study Islamic schools, one for boys and the other for girls. This research is needed because the opinions of these parents, directly involved, have not been methodically researched so far. By analysing the real arguments, we can gain insights into the difficulties underlying this debate. This data also permits me to explore how the issue of Islamic schooling relates to broader questions about minority communities' responsibilities, rights and forms of belonging in multicultural societies. The analysis shows that the most important motivations for Muslim parents who send their children to Islamic schools are a good education broadly understood, Islamic identity and culture and single-sex education.
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Outlaw, James Craig. "An examination of the influence of single sex instruction on student achievement and behavior at sixth grade level at two middle schools". Click here to access dissertation, 2008. http://www.georgiasouthern.edu/etd/archive/fall2008/james_c_outlaw/outlaw_james_c_200808_edd.pdf.
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Thesis (Ed.D.)--Georgia Southern University, 2008."A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Directed by Charles Reavis. ETD. Includes bibliographical references (p. 161-170) and appendices.
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Diaconu, Dana V. "Modeling Science Achievement Differences Between Single-sex and Coeducational Schools: Analyses from Hong Kong, SAR and New Zealand from TIMSS 1995, 1999, AND 2003". Thesis, Boston College, 2012. http://hdl.handle.net/2345/2740.
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Thesis advisor: Henry BraunThere is a broad interest in narrowing achievement gaps among all groups of students and improving education by scientifically sound methods. On October 25, 2006, the United States Department of Education published new regulations allowing single-sex education in public schools whenever schools think it will improve student achievement. Thus far, studies comparing single-sex with coeducational schools have been carried out at the national level mostly in England, Australia and Jamaica, while US' studies were limited to Catholic schools. Few studies reported descriptive statistics or effect sizes and most studies differ in the criteria and statistical controls they use to compare single-sex and coeducation. This dissertation presents models for science achievement and attitudes towards science for 8th -grade students attending either single-sex or coeducation schools in Hong Kong and New Zealand, using the Trends in Mathematics and Science Study (TIMSS) datasets from 1995, 1999, and 2003. To properly account for the nested structure of data, an HLM model was estimated for each sex, for each of the two jurisdictions at three time points, corresponding to the three TIMSS administrations. The within - country results were compared to see if differences between single-sex and coed schools were consistent over time. In addition, this dissertation proposed an approach to examine the sensitivity of the estimated effects of school-type on student outcomes to the presence of unmeasured variables which may introduce hidden selection bias, using a modification of the method proposed by Rosenbaum and Rubin (1983). Based on its conditional distribution with an instrumental variable, chosen based on the review of single-sex literature, the Monte Carlo simulated values of the unobserved variable were used as level-1 predictors in a one-way ANCOVA with random effects. The sensitivity analysis was limited to science achievement of Hong-Kong's girls in TIMSS 2003. Findings show that single-sex education contributed to girls' science performance and attitudes in NZL 1999 and HKG 1999 and 2003, and low sensitivity for school-type contrast
Thesis (PhD) — Boston College, 2012
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Research, Measurement, and Evaluation
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Kauaria, Vejanda. "An investigation of female leaders' perceptions of themselves and their roles as leaders in a Catholic School". Thesis, Rhodes University, 2003. http://hdl.handle.net/10962/d1003508.
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The question of gender in leadership continues to be a contentious and poorly understood phenomenon. There seems general agreement that women do lead differently from men, and this study begins from that premise, focusing on a case in which leadership has traditionally been the domain of females. The case was chosen for its uniqueness, the assumption being that in these circumstances leadership may have developed particular characteristics. Following a qualitative approach (drawing on phenomenology), the study seeks to investigate how women leaders experience their roles as leaders. In-depth interviews made it possible for me to capture the perceptions and experiences of the three women leaders I interviewed. The study reveals that women are more inclined to use interactive styles of leadership. Women use leadership that is more participative, negotiative, cooperative, shared and collaborative. These characteristics are in line with the features of transformational leadership which differs from the more traditional transactional leadership that is more controlled and directive. The study has also shown that leadership develops from within the person of the leader as the leader is the one who spearheads the organization through vision, ideas, beliefs andassumptions. The findings of this study suggest thus that unless women are given chances to prove how they can lead, this new approach of leadership within them and that is required by modern organizations would be lost and leadership would remain relatively unchanged and undesirable. In the context of Namibia, this study should be of potential significance because of the rapid change that is taking place in the inclusion of women in leadership and management positions in education.
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Barton, Amanda. "Pupils' responses to foreign language learning in the context of national concern about boys' performance, with specific reference to single-sex classes in co-educational schools". Thesis, University of Warwick, 1999. http://wrap.warwick.ac.uk/36962/.
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The thesis investigates pupils' approaches to learning modern foreign languages, particularly within the context of a single-sex teaching group. It represents a response to both the prevailing concern generated by the disparity between boys' and girls' achievements in this subject area, and to researchers' recommendations that the effects of a single-sex setting be investigated more closely (Powell, 1986; Batters, 1988). The findings are based on classroom-based research which adopted a case study approach to observe the practices of five mixed comprehensive schools in the UK which taught languages to one or more segregated cohort for at least one academic year. The data is predominantly qualitative and was collected over a period of two years by the following means: group and individual interviews; a range of questionnaires; classroom observation; and informal discussions with pupils and staff. The thesis begins by contextualising the issue of boys' underachievement in modern foreign languages. The first two chapters undertake a review and analysis of relevant research findings relating to both the reasons for boys' underachievement and the single-sex schooling debate. Chapter 3 describes the methods adopted by the researcher and outlines the central features of the five schools. The empirical findings of the research are analysed in Chapters 4, 5, 6 and 7. Chapters 4 and 5 address generic language teaching and learning issues; Chapter 4 focuses on teaching and learning styles and Chapter 5 examines pupils' attitudes to modern foreign languages. Chapters 6 and 7 focus more specifically on the observed effects of single-sex grouping, exploring the pupils' and teachers' perceptions respectively. Chapter 8 draws conclusions from the findings and makes recommendations for further research. In bringing together qualitative data from multiple sources, the thesis gives original and comprehensive insight into an area which is currently of considerable national and political interest. The findings suggest that boys' often negative attitudes to the subject are informed by a complex myriad of variables, including: the perceived relevance and difficulty of the subject; individual personality; learning preferences; the pupils' socio-economic background; and the teaching style. Where single-sex setting is perceived as an important influence on pupils' motivation and performance, it is usually recognised to be operating in conjunction with these other variables.
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Vance, Mona K. "Fighting the wave of change cultural transformation and coeducation at Mississippi University for Women, 1884 to 1982 /". View electronic thesis, 2008. http://dl.uncw.edu/etd/2008-1/r1/vancem/monavance.pdf.
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Schowengerdt, Inga Birgitt. "A comparative study of girls recruited from single-sex, extracurricular math and engineering programs and boys and girls recruited from high schools : implications for using extracurriculars to close the STEM gender gap". Thesis, University of Cambridge, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648771.
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Odat, Marwan Qasim Mohammad. "An investigation of the big-fish-little-pond effect (BFLPE) on academic self-concept and the social comparison types and standards among boys and girls in single-sex and co-educational schools in Jordan". Thesis, Durham University, 2016. http://etheses.dur.ac.uk/11810/.
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This is an embedded mixed methods research study aimed at examining the associations of gender and schooling type with the Big Fish Little Pond Effect (BFLPE) in four school subjects: Arabic, English, Science and Math in the context of Jordan. The BFLPE hypothesizes that academic self-concept is positively affected by individual academic ability but negatively affected by the average ability of a class or school. Students’ ability was measured by using an ability test from PISA 2000 (Programme for international student assessment). Students’ academic self-concepts were measured by the academic self-description questionnaire II (ASDQII). The types of social comparison made in the classroom were investigated using semi-structured interviews. The systematic multi-stage cluster sampling was used in selecting 269 tenth grade male and female students from single-sex and co-educational schools in the northern regions in Jordan. 8 male and female students were randomly selected to take part in face-to-face interviews. The results showed that male and female students in single-sex and co-educational schools in Jordan suffered the BFLPE. A student’s own ability has a positive effect on their academic self-concept, but the average ability of a school is evident in having a negative effect on students’ academic self-concept in the four subjects. Gender has no influence on the academic self-concept. The type of school a student attends has a substantial influence on academic self-concept. Students who attend co-educational schools suffered a larger BFLPE than their peers in single-sex schools. The interaction between gender and school type was not significant in any of the four subjects’ self-concept. The findings from the interviews evidenced the downward and upward comparisons. The effect of downward comparisons on academic self-concept was positive; whereas, the effect of upward comparisons on academic self-concept was negative. The findings from the interviews also showed different social comparison standards that students used to establish their academic self-concepts such school grades, the participation in the class, homework, and teachers’ and parents’ comments.
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Mitchell, Ethel Whitfield. "A comparison of achievement and attendance of fifth grade African American male and female students attending same-gender classes and coeducational classes in two inner city schools". Diss., Virginia Tech, 1993. http://hdl.handle.net/10919/40152.
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Haynes, Lloyd. "An exploratory quantitative and qualitative analysis of student performance in single-gender classrooms in one Florida elementary aschool sic] 2006-2009". Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4918.
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The purpose of this study was to determine the relationship of participation in single-gender classrooms on student performance on the reading and mathematics developmental scale scores (DSS) of third, fourth, and fifth grade students on the Florida Comprehensive Assessment Test (FCAT). The FCAT is a standardized test that is administered to all grade 3 through grade 10 public school students in the state of Florida and has been used to assess students' achievement in reading and mathematics. Students in grades 4, 8, and 10 have also been assessed in science and writing. This study was concerned only with FCAT reading and mathematics scores. The elementary school whose standardized test scores were utilized in this study was comprised of working class families. The standardized test scores were generated by third, fourth, and fifth grade students who were enrolled in (a) single-gender all boys' classes, (b) single-gender all girls' classes, and (c) mixed-gender or traditional classes that contained both boys and girls. The analysis of data presented in this study was inconclusive with respect to the advantage of the single-gender educational setting over the mixed-gender educational setting. The analysis of the data produced the following results. During the school years 2005-2006, 2006-2007, 2007-2008, and 2008-2009, there were 80 opportunities for a given class type to achieve the highest reading DSS mean, reading DSS median, mathematics DSS mean, or mathematics DSS median. The single-gender boys' class achieved the highest DSS 44 times (55%), the mixed-gender classes achieved the highest DSS 29 times (36%), and the single-gender girls' class achieved the highest DSS 7 times (9%).ID: 030423484; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 143-145).
Ed.D.
Doctorate
Teaching, Learning and Leadership
Education
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Dowling, Robert A. "Identifying the need and advantages of single-gender education options in combination with a brief history of Avon Old Farms School /". 2005. http://www.consuls.org/record=b2742093.
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Thesis (M.A.) -- Central Connecticut State University, 2005.Thesis advisor: Matthew Warshauer. "... in partial fulfillment of the requirements for the degree of Master of Arts in History." Includes bibliographical references (leaves 83-85). Also available via the World Wide Web.
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Lancaster, Emily. "Girls in education a glimpse into coeducational and single-sex schools in America /". 2005. http://purl.galileo.usg.edu/uga%5Fetd/lancaster%5Femily%5Fa%5F200508%5Fma.
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"Schooling boys and girls: the development of single-sex and co-educational schools in Hong Kong". 2004. http://library.cuhk.edu.hk/record=b5892150.
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Ho Wing Yee.Thesis (M.Phil.)--Chinese University of Hong Kong, 2004.
Includes bibliographical references (leaves [166]-[175]).
Abstracts in English and Chinese.
Acknowledgement --- p.i
Abstract --- p.ii
摘腰 --- p.iii
Table of Content --- p.iv
Chapter Chapter 1 --- "Literature Review, Research Concern and Conceptual Framework" --- p.1
Chapter Chapter 2 --- Methodology --- p.40
Chapter Chapter 3 --- Cross-sectional Analysis of the Educational Claims of Single-sex and --- p.58
Chapter Chapter 4 --- Cross-time Analysis of the Educational Claims of Single-Sex and Co-educational Schools --- p.70
Chapter Chapter 5 --- Curriculum Study: Gender Presentation of Home Economics in Hong Kong --- p.119
Chapter Chapter 6 --- Conclusion --- p.159
References
Appendix I: Coding Scheme
Appendix II: Findings of Cross-Sectional Analysis of the Educational Claims of Single-sex and Co-educational Schools
Appendix III: Syllabus of Home Economics
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"A study on the self-concept and sex-role orientation of students of single-sex and co-educational secondary schools". Chinese University of Hong Kong, 1994. http://library.cuhk.edu.hk/record=b5895380.
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by Leung Wing-man Winnie.Include questionnaire in Chinese.
Thesis (M.Phil.)--Chinese University of Hong Kong, 1994.
Includes bibliographical references (leaves 153-165).
Acknowledgements --- p.i
Abstract --- p.ii
Table of Contents --- p.iv
List of Tables --- p.viii
List of Figure --- p.x
Chapter CHAPTER ONE --- INTRODUCTION
Chapter 1.1 --- Background of the Problem --- p.1
Chapter 1.2 --- Purpose of the Study --- p.4
Chapter 1.3 --- Significance of the Study --- p.6
Chapter CHAPTER TWO --- LITERATURE REVIEW
Chapter 2.1 --- Single-sex vs. Co-educational Schooling --- p.9
Chapter 2.2 --- Self-concept --- p.13
Chapter 2.2.1. --- Definition of Self-concept --- p.15
Chapter 2.2.2 --- Structure of Self-concept --- p.17
Chapter 2.2.3 --- Sex Effects in Self-concept --- p.20
Chapter 2.3 --- Sex-role Orientation --- p.23
Chapter 2.3.1 --- Definitions --- p.23
Chapter 2.3.2 --- Development of Sex-role Orientation --- p.25
Chapter (a) --- Family --- p.25
Chapter (b) --- School --- p.26
Chapter 2.3.3 --- Structure of Sex-role Orientation --- p.29
Chapter 2.3.4 --- Effects of Sex-role Orientation --- p.31
Chapter 2.4 --- "Single-sex vs. Co-educational schooling, Self-concept, and Sex-role Orientation" --- p.34
Chapter 2.4.1 --- Self-concept and Single-sex vs. Co-educational School- ing --- p.35
Chapter 2.4.2 --- Sex-role Orientation and Single-sex vs. Coeducational Schooling --- p.37
Chapter 2.4.3 --- Self-concept and Sex-role Orientation --- p.39
Chapter 2.4.4 --- "Sex-role Orientation, Self-concept, Single-sex vs Co-educational Schooling" --- p.40
Chapter 2.5 --- Summary --- p.43
Chapter CHAPTER THREE --- METHODOLOGY
Chapter 3.1 --- Definitions --- p.46
Chapter 3.1.1 --- School Type --- p.46
Chapter 3.1.2 --- Self-concept --- p.46
Chapter 3.1.3 --- Sex-role Orientation --- p.48
Chapter 3.1.4 --- Academic Achievement --- p.48
Chapter 3.1.5 --- Family Socio-Economic Status --- p.49
Chapter 3.1.6 --- Social Exchange with Opposite Sex Peers --- p.49
Chapter 3.2 --- Research Hypotheses --- p.50
Chapter 3.3 --- Instruments --- p.53
Chapter 3.3.1 --- Pilot Study --- p.55
Chapter 3.3.2 --- Main Study --- p.57
Chapter 3.4 --- Subjects --- p.58
Chapter 3.5 --- Procedures --- p.61
Chapter 3.6 --- Limitations --- p.61
Chapter 3.7 --- Data Analysis --- p.62
Chapter 3.7.1 --- School Type and Sex-role Type effects on Self-concepts --- p.62
Chapter 3.7.2. --- School Type effect on Sex-role Type Distribution --- p.63
Chapter 3.7.3 --- School Type effect on Social Contact with Opposite Sex Peers --- p.63
Chapter CHAPTER FOUR --- RESULTS
Chapter 4.1 --- School Type and Sex-role Type effects on Self-concepts --- p.65
Chapter 4.1.1 --- General self-concept --- p.66
Chapter 4.1.2 --- Mathematics self-concept --- p.70
Chapter 4.1.3 --- Verbal self-concepts --- p.74
Verbal-Chinese self-concept --- p.74
Verbal-English self-concept --- p.78
Summary on Verbal self-concepts --- p.82
Chapter 4.1.4 --- Social self-concepts --- p.83
Relations with Opposite Sex Peers --- p.83
Relations with Same Sex Peers --- p.87
Relations with Parents --- p.90
Summary on Social self-concepts --- p.94
Chapter 4.1.5 --- Physical self-concepts --- p.96
Physical Abilities self-concept --- p.96
Physical Appearance self-concept --- p.100
Summary on Physical self-concepts --- p.104
Chapter 4.1.6 --- Summary --- p.105
Chapter 4.2 --- School Type and Sex-role Type Distribution --- p.107
Chapter 4.3 --- School Type and Contact with Opposite Sex Peers --- p.111
Contact with Opposite Sex Peers in Activities Unrelated to School --- p.112
Leisure --- p.114
Intensity of Social Contact --- p.115
Closeness with Opposite Sex Peers --- p.116
Summary --- p.118
Chapter 4.4 --- Summary of Results --- p.119
Chapter CHAPTER FIVE --- DISCUSSION
Chapter 5.1 --- Singléؤsex Schooling vs Co-education: Different domains of self-concept --- p.121
Chapter 5.1.1 --- General self-concept --- p.122
Chapter 5.1.2 --- Mathematics self-concept --- p.123
Chapter 5.1.3 --- Verbal self-concepts --- p.126
Chapter 5.1.4 --- Social self-concepts --- p.127
Chapter 5.1.5 --- Physical self-concepts --- p.130
Chapter 5.1.6 --- Summary --- p.133
Chapter 5.2 --- Single-sex Schooling vs Co-education: Sex-role Orientation --- p.135
Chapter 5.3 --- Single-sex Schooling vs Co-education: Social Contact with Opposite Sex Peers --- p.136
Chapter 5.4 --- Self-concepts: its relation to Sex-role Type --- p.139
Chapter 5.5 --- "School Type, Sex-role Type and Self-concept" --- p.140
Chapter 5.6 --- Summary --- p.142
Chapter CHAPTER SIX --- CONCLUSION
Chapter 6.1 --- Summary of Findings --- p.145
Chapter 6.2 --- Implications of Findings --- p.148
Chapter 6.2.1 --- School Type --- p.148
Chapter 6.2.2 --- Sex-role Type --- p.150
Chapter 6.3 --- Directions for Future Research --- p.151
REFERENCES --- p.153
APPENDICES --- p.166
Chapter A --- Bem Sex Role Inventory --- p.166
Chapter B --- Self Description Questionnaire --- p.168
Chapter C --- Pilot Questionnaire --- p.173
Chapter D --- Final Questionnaire --- p.182
48
Pillay, Nalini. "Girls' experience of violence in a single-sex high school in KwaZulu-Natal". Thesis, 2009. http://hdl.handle.net/10413/3124.
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This study explores the ways in which grade 10 girls experience violence within a
single-sex high school setting in KwaZulu-Natal, South Africa. The focus of the
study is on their accounts of witnessing violence amongst other girls in the school.
The study shows that despite the view that single-sex schools are regarded as a safer
option for many girls in South Africa, different forms of violence and aggression are
reported by the girls in this study. Violence and aggression are not easily definable
but the eye-witness accounts from the grade 10 girls in this study show how - in
everyday relations - violence is gendered, raced and classed. Violence and
aggression are also related to sexuality and the study shows how girls fight for boys.
This study draws upon a qualitative methodological approach to identify the various
forms of violence experienced within this setting. Through the process of analysing
semi-structured interviews, this study has revealed that the single-sex environment
for high school girls is a highly charged site of violence and aggression.
Implications for understanding girls' violence, as well as recommendations to
address such, conclude the study.Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2009.
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Nagarajan, Pavithra. "Man Made: The (Re)Construction of Black Male Identity in Single-Sex Schooling". Thesis, 2019. https://doi.org/10.7916/d8-m12q-zd66.
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My dissertation examines how a single-sex school for boys of color in New York City (re)defines masculinity through organizational policies, practices, and messaging. I further study how black boys, sixth graders in particular, participate in and make sense of the school’s concept of masculinity. Lastly, I explore how boys’ define and understand masculinity and conceive of their identity and agency. I framed this dissertation within an expanded version of W.H. Sewell’s (1979) framework of structure and agency, amending the framework to include concepts of negotiation and identity. My study employs an interpretive, multi-modal qualitative design and integrates the following modes of inquiry: ethnography, in-depth interviews with teachers and students, and photo elicitation narratives with students.
My findings provide pedagogical and policy suggestions for enacting a model of single-sex schooling for black boys. I find that (the enactment of) school structures and boys’ understandings of school practices are conditioned by outside perceptions of black boys. I also find that although school, cultural, and disciplinary practices may be well intentioned, these practices may inadvertently reproduce the very structures that they attempt to circumvent by unintentionally reinforcing entrenched stereotypes about black boys. I further find that boys’ understandings of masculinity are not fully reflected in school practices, nor are they legible expressions of masculinity to school staff. The contributions of this dissertation enrich the conversation with prior theory about how organizational or school practices can affect change with students, what helps black boys learn best, and how black boys can possess masculinity that is as varied as it is complex. Lastly, my work extends and elaborates upon current theoretical understandings of the development of adolescent masculinity
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Mansfield, Katherine Cumings. "Troubling social justice in a single-sex public school : an ethnography of an emerging school culture". 2011. http://hdl.handle.net/2152/22147.
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This ethno-historical undertaking captures the story of the implementation of one major US city's first and only single-sex public school and the consequent shaping of the school culture according to its unique context. A comprehensive literature review demonstrates race, socioeconomic status, gender, sexuality, and other contextual factors are important considerations when probing educational access and achievement and the development of school cultures. Moreover, principals -- their individual attributes and the cultures they create -- are key to understanding and interrogating equitable practices in schools. Findings substantiate the complex interface between historical, political, and socio-cultural contexts, stakeholder decision making in the ethnographic present, and the enactment and negotiation school culture vis-à-vis the intersectionalities of student identities. Findings suggest the conditions that facilitated the high achievement of the students in this study might be transferred under the right conditions including: a balance of strong leadership and principal and teacher autonomy; the enduring belief that any student can and will learn; a rigorous, non-segregated, college prep program, and; an informal curriculum that prepares students for academic and professional cultures. Findings also bring to the fore important considerations that must be addressed by practitioners and policymakers alike; specifically, students' difficulties concerning the "burden of acting white" and the "burden of acting straight." Finally, findings from this study suggest single-sex public options can be done legitimately and effectively but additional safeguards must be implemented by the US Department of Education to ensure both male and female students' civil rights are protected. Additionally, while some magnet schools such as the one studied are local sites of resistance that play a liberatory role for those distinctively involved, one cannot surmise that such local efforts -- which may be viewed by some as a site of relative privilege -- can alone overcome the serious striations that exist in the greater society.text