The Effects of Sex-Grouped Schooling on Achievement: The Role of National Context

Baker, David P.; Riordan, Cornelius; Schaub, Maryellen

doi:10.1086/447341

Cited by 31 publications

(25 citation statements)

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“…In a cross-cultural comparison, mathematics achievement for New Zealand female students from single-gender and coeducational schools was not statistically different, while female students from Thai single-gender schools consistently outperformed those from coeducational schools (Baker et al 1995). Controlling for student background and school resources, a Nigerian study confirmed the increased performance in mathematics achievement of female students from public single-gender schools.…”

Section: Review Of the Literaturementioning

confidence: 84%

Effects of single-gender mathematics classrooms on self-perception of mathematical ability and post secondary engineering paths: an Australian case study

Tully

Jacobs

2010

European Journal of Engineering Education

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This study focused on a population of female engineering students, probing the influences of their secondary school experience on their choice to pursue an engineering course of study at university. The motivating question is: Do unique opportunities exist in an all-female secondary school mathematics classroom, which impact a young woman's self-perception of her mathematics ability as well as promote a positive path towards an engineering-based university major? Using both qualitative and quantitative data collection instruments, this study examined a sample of Australian engineering students enrolled at the University of Technology, Sydney (UTS). Demographic statistics show that 40% of UTS' female engineering student population attended a single-gender secondary school, indicating a potential influence of school type (single-gender) on engineering enrolment patterns. Female students were primarily motivated to pursue a post secondary engineering path because of a self-belief that they are good at mathematics. In contrast, male students were more influenced by positive male role models of family members who are practising engineers. In measures of self-perception of mathematical skill and ability, female students from singlegender schools outscored their male engineering counterparts. Additionally, female students seem to benefit from verbal encouragement, contextualisation, same gender problem-solving groups and same gender classroom dynamics.

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Section: Review Of the Literaturementioning

confidence: 84%

Effects of single-gender mathematics classrooms on self-perception of mathematical ability and post secondary engineering paths: an Australian case study

Tully

Jacobs

2010

European Journal of Engineering Education

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“…Some nations, like the USA, are choosing to create more single-sex schools and classrooms with the intention of creating better learning environments for girls, in particular (US Department of Education, 2006). There is evidence that single-sex classrooms and schools have a diminished effect on gender parity in achievement when there is a greater percentage of single-sex classrooms and schools in a country; presumably because grouping students by sex is not 'unique' or 'special' in those contexts (Baker et al, 1995).…”

Section: Parity Equality and Separate Schoolingmentioning

confidence: 99%

A Culture of (in)Equality?: A Cross-National Study of Gender Parity and Gender Segregation in National School Systems

Wiseman

2008

Research in Comparative and International Education

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Recent international education reports have highlighted some of the progress (as well as remaining disparity) in gendered education enrollment rates. But, the problem of gender segregation is still a very real issue even in some nations where girls are enrolled at levels on par with boys. Separate classes, curricula, and in many countries separate schools for boys and girls persist. This is juxtaposed against the opposite extreme that exists in some other countries' educational systems where girls are sometimes pushed into classes and advanced curricula for which they have not been adequately prepared. Using data from the most recent Trends in International Mathematics and Science Study (TIMSS) and the United Nations Educational, Scientific and Cultural Organization (UNESCO), this article reports on gender parity across approximately 45 nations in access (measured by enrollment rates), performance (mathematics achievement scores), and opportunity (implemented curriculum, teacher characteristics, classroom interaction) among 13-year-old girls and boys. The results of this study suggest that while cross-national gender parity numerically exists in many of these 45 nations in access, performance, and opportunity, the implications for gender equality are less clear. Several theoretical propositions are posited to explain these crossnational trends in gender parity versus equality.

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“…Presenting as an additional issue, research compares typically the effects of the school environment between singlegender and co-educational schools and generalizes these findings across nations (Baker et al 1995). This creates a number of possible confounds, specifically with regard to the likelihood of differences emerging as a result of variations between school settings and the broader context in which learning takes place (Mael et al 2005;Shapka 2009).…”

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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 Effects of Sex-Grouped Schooling on Achievement: The Role of National Context

Cited by 31 publications

References 0 publications

Effects of single-gender mathematics classrooms on self-perception of mathematical ability and post secondary engineering paths: an Australian case study

Effects of single-gender mathematics classrooms on self-perception of mathematical ability and post secondary engineering paths: an Australian case study

A Culture of (in)Equality?: A Cross-National Study of Gender Parity and Gender Segregation in National School Systems

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

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