When being a girl matters less: Accessibility of gender‐related self‐knowledge in single‐sex and coeducational classes and its impact on students' physics‐related self‐concept of ability

Kessels, Ursula; Hannover, Bettina

doi:10.1348/000709907x215938

Cited by 115 publications

(76 citation statements)

References 41 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Several studies have demonstrated that girls in single-sex schools tend to have higher levels of self-esteem than girls in coeducational schools. Kessels and Hannover (2008) showed that physics related self-concept of ability was higher for German girls in single-sex classes than girls from coeducational classes, whereas boys' self-concept of ability did not vary between the two compositions of classes. Students are more likely to enroll in optional math and science courses when they perceive themselves to possess high ability or feel confident in the subject matter.…”

Section: Discussionmentioning

confidence: 93%

Effects of Lab Group Sex Composition on Physics Learning

Shi

Wang

et al. 2015

EURASIA J MATH SCI T

View full text Add to dashboard Cite

The aim of this study was to investigate the effects of the gender composition of university physics laboratory groups on student self-efficacy and quiz performance. Students from a Chinese university was chosen and subdivided into two groups, which were assigned either same-sex or coed laboratory teams while executing identical laboratory activities and instruction. Assessments were carried out prior to instruction and at the end of one semester. Students' self-efficacy and scores on laboratory quizzes were assessed. In this study, no statistically significant differences for the male students' selfefficacy gain and average laboratory quiz scores in the two types of team organization were found. In contrast, the female students' self-efficacy gain and lab quiz mean scores from same-sex teams were higher than ones from coed teams. So it delivered some messages to physics instructors and physics education researchers: Single-sex lab team education is beneficial for female students.

show abstract

Section: Discussionmentioning

confidence: 93%

Effects of Lab Group Sex Composition on Physics Learning

Shi

Wang

et al. 2015

EURASIA J MATH SCI T

View full text Add to dashboard Cite

show abstract

“…Although students in single-sex classrooms reported significantly higher self-esteem on the school affiliation subscale, there were no differences among the gender classroom composition and math and reading scores on standardized tests. Kessels and Hannover (2008) showed that physicsrelated self-concept of ability was higher for German girls in single-sex classes than girls from coeducational classes, whereas boys' self-concept of ability did not vary between the two compositions of classes. In addition, girls' selfefficacy and self-confidence about their mathematics abilities tend to decrease over puberty, coinciding with the mathematics competencies shift described by Hyde et al (1990).…”

Section: Gendered Environments and Individual Differencesmentioning

confidence: 93%

A League of Their Own: Do Single-Sex Schools Increase Girls’ Participation in the Physical Sciences?

Cherney

Campbell

2011

Sex Roles

View full text Add to dashboard Cite

With the rapid shifts in the education of women in the United States, and the underrepresentation of women in fields of science, technology, engineering, and math (STEM), an issue generating much controversy is whether women may benefit more from single-sex education or coeducation. The present study surveyed 548 U.S. highschool boys and girls from single-sex and coeducational high-schools from the Midwest. Half of the participants completed a mathematics test under stereotype threat (ST) condition and half under no threat condition. Although girls in single-sex schools had higher achievement motive and self-esteem than those in coeducational schools, they were not more likely to pursue STEM careers. Overall, students in single-sex schools outperformed students from coeducational schools on the math test. Girls' math performance was significantly higher in the ST condition than in the no threat condition.

show abstract

“…Of particular interest for the design of our investigation is the study by Kessels and Hannover (2008) who show in a field experiment that single-sex education in physics improves girls' self-concept of ability. Kessels and Hannover's study does, however, not investigate how single-sex education affects the students' development of cognitive skills.…”

Section: B Explaining the Math Gender Gapmentioning

confidence: 99%

Academic performance and single-sex schooling: Evidence from a natural experiment in Switzerland

Eisenkopf

Hessami

Fischbacher

et al. 2015

Journal of Economic Behavior & Organization

View full text Add to dashboard Cite

Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte.

show abstract

When being a girl matters less: Accessibility of gender‐related self‐knowledge in single‐sex and coeducational classes and its impact on students' physics‐related self‐concept of ability

Cited by 115 publications

References 41 publications

Effects of Lab Group Sex Composition on Physics Learning

Effects of Lab Group Sex Composition on Physics Learning

A League of Their Own: Do Single-Sex Schools Increase Girls’ Participation in the Physical Sciences?

Academic performance and single-sex schooling: Evidence from a natural experiment in Switzerland

Contact Info

Product

Resources

About