The Debate Over Single‐Sex Schooling

Pahlke, Erin; Hyde, Janet Shibley

doi:10.1111/cdep.12167

Cited by 22 publications

(21 citation statements)

References 46 publications

(42 reference statements)

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“…Of course, whether the various forms of boundary enhancement examined in the current work do in fact have oppressive or progressive downstream consequences is beyond the scope of this research, though our data suggest that benevolent sentiments could motivate boundary-enhancing policy support, even if ultimately, the policies in question disadvantage their intended beneficiaries. For example, people high in gender essentialism could benevolently support same-gender classrooms because they believe them to be beneficial to all students, even though same-gender classrooms could ultimately disadvantage women (Bigler & Signorella, 2011; Pahlke & Hyde, 2016). Similarly, people high in essentialism could benevolently support multiculturalism (e.g., understanding and appreciating group differences ) and oppose polyculturalism (e.g., understanding and appreciating group similarities ), even though the former could be used to justify and license stereotyping and discrimination on the basis of group differences (see Rosenthal & Levy, 2010).…”

Section: Discussionmentioning

confidence: 99%

“…Critically, support for same-gender classrooms can be viewed in competing ways, as either disadvantaging women or as furthering the academic achievement of both men and women (for reviews, see Bigler & Signorella, 2011; Pahlke & Hyde, 2016). For example, some people support same-gender classrooms to maintain and perpetuate differences between men and women, and indeed, some findings suggest that same-gender classrooms disadvantage women more than men.…”

Section: Study 3amentioning

confidence: 99%

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Making Boundaries Great Again: Essentialism and Support for Boundary-Enhancing Initiatives

Roberts

Rhodes

et al. 2017

Pers Soc Psychol Bull

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Psychological essentialism entails a focus on category boundaries (e.g., categorizing people as men or women) and an increase in the conceptual distance between those boundaries (e.g., accentuating the differences between men and women). Across eight studies, we demonstrate that essentialism additionally entails an increase in support for boundary-enhancing legislation, policies, and social services, and that it does so under conditions that disadvantage social groups, as well as conditions that benefit them. First, individual differences in essentialism were associated with support for legislation mandating that transgender people use restrooms corresponding with their biological sex, and with support for the boundary-enhancing policies of the 2016 then-presumptive Republican presidential nominee (i.e., Donald Trump). Second, essentialism was associated with support for same-gender classrooms designed to promote student learning, as well as support for services designed to benefit LGBTQ (lesbian, gay, bisexual, transgender, queer) individuals. These findings demonstrate the boundary-enhancing implications of essentialism and their social significance.

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Section: Discussionmentioning

confidence: 99%

Section: Study 3amentioning

confidence: 99%

Making Boundaries Great Again: Essentialism and Support for Boundary-Enhancing Initiatives

Roberts

Rhodes

et al. 2017

Pers Soc Psychol Bull

View full text Add to dashboard Cite

show abstract

“…Given that the school had not assigned randomly students to single-gender or mixed-gender classes, it was important to control for their prior attainment (Pahlke et al 2014 ; Pahlke and Hyde 2016 ). First, we removed high attaining students (who were all assigned to mixed-gender classrooms, n = 107) from the dataset so that we were left with only middle-attaining students (total n = 266; participant section reports this final number, after exclusions).…”

Section: Methodsmentioning

confidence: 99%

Controlling for Prior Attainment Reduces the Positive Influence that Single-Gender Classroom Initiatives Exert on High School Students’ Scholastic Achievements

et al. 2017

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Research points to the positive impact that gender-segregated schooling and classroom initiatives exert on academic attainment. An evaluation of these studies which reveal positive effects highlights, however, that students are typically selectively assigned to single- or mixed-gender instructional settings, presenting a methodological confound. The current study controls for students’ prior attainment to appraise the efficacy of a single-gender classroom initiative implemented in a co-educational high school in the United Kingdom. Secondary data analysis (using archived data) was performed on 266 middle-ability, 11–12 year-old students’ standardized test scores in Languages (English, foreign language), STEM-related (Mathematics, Science, Information and Communication Technology), and Non-STEM subjects (art, music, drama). Ninety-eight students (54, 55% female) were taught in single-gender and 168 (69, 41% female) in mixed-gender classrooms. Students undertook identical tests irrespective of classroom type, which were graded in accordance with U.K national curriculum guidelines. Controlling for students’ prior attainment, findings indicate that students do not appear to benefit from being taught in single-gender relative to mixed-gender classrooms in Language and STEM-related subjects. Young women benefitted from being taught in mixed-gender relative to single-gender classes for Non-STEM subjects. However, when prior ability is not controlled for, the intervention appears to be effective for all school subjects, highlighting the confounding influence of selective admissions. These findings suggest that gender-segregated classroom initiatives may not bolster students’ grades. It is argued that studies that do not control for selection effects may tell us little about the effectiveness of such interventions on scholastic achievement.Electronic supplementary materialThe online version of this article (doi:10.1007/s11199-017-0799-y) contains supplementary material, which is available to authorized users.

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“…Given that the school had not assigned randomly students to single-gender or mixed-gender classes, it was important to control for their prior attainment (Pahlke et al 2014;Pahlke and Hyde 2016). First, we removed high attaining students (who were all assigned to mixed-gender classrooms, n = 107) from the dataset so that we were left with only middle-attaining students (total n = 266; participant section reports this final number, after exclusions).…”

Section: Analytic Strategymentioning

confidence: 99%

Controlling for Prior Attainment Reduces the Positive Influence that Single-Gender Classroom Initiatives Exert on High School Students’ Scholastic Achievements

Pennington¹,

Kaye²,

Qureshi³

et al. 2019

Preprint

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Research points to the positive impact that gendersegregated schooling and classroom initiatives exert on academic attainment. An evaluation of these studies which reveal positive effects highlights, however, that students are typically selectively assigned to single-or mixed-gender instructional settings, presenting a methodological confound. The current study controls for students' prior attainment to appraise the efficacy of a single-gender classroom initiative implemented in a co-educational high school in the United Kingdom. Secondary data analysis (using archived data) was performed on 266 middle-ability, 11-12 year-old students' standardized test scores in Languages (English, foreign language), STEMrelated (Mathematics, Science, Information and Communication Technology), and Non-STEM subjects (art, music, drama). Ninety-eight students (54, 55% female) were taught in single-gender and 168 (69, 41% female) in mixedgender classrooms. Students undertook identical tests irrespective of classroom type, which were graded in accordance with U.K national curriculum guidelines. Controlling for students' prior attainment, findings indicate that students do not appear to benefit from being taught in single-gender relative to mixed-gender classrooms in Language and STEM-related subjects. Young women benefitted from being taught in mixed-gender relative to single-gender classes for Non-STEM subjects. However, when prior ability is not controlled for, the intervention appears to be effective for all school subjects, highlighting the confounding influence of selective admissions. These findings suggest that gender-segregated classroom initiatives may not bolster students' grades. It is argued that studies that do not control for selection effects may tell us little about the effectiveness of such interventions on scholastic achievement.

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The Debate Over Single‐Sex Schooling

Cited by 22 publications

References 46 publications

Making Boundaries Great Again: Essentialism and Support for Boundary-Enhancing Initiatives

Making Boundaries Great Again: Essentialism and Support for Boundary-Enhancing Initiatives

Controlling for Prior Attainment Reduces the Positive Influence that Single-Gender Classroom Initiatives Exert on High School Students’ Scholastic Achievements

Controlling for Prior Attainment Reduces the Positive Influence that Single-Gender Classroom Initiatives Exert on High School Students’ Scholastic Achievements

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