Your Email has been sent. In contrast to Study 1, there were no main effects of school type or student gender and no interaction effects on gender salience. Questionnaires were administered by a class teacher in each class.
The college sample was limited in the sense that it included high school graduates currently studying at a large university, and so may be more academically competent and of higher socioeconomic status than the general body of high school graduates.
For instance, many Roman Catholic schools have their own unique approaches to single-sex schooling by offering co-institutional or blended schooling. Educationists and parents have diverse personal views when it comes to single sex schooling. The regulations under the No Child Left Behind Act provide guidance for school districts that wish to implement single-sex classes without violating Title IX.
Firstly, it is important to explore the advantages and disadvantages of both systems. They can just be boys and not worry about what the girls might think or how they are perceived by girls. On the surface, it is undeniably true that most single-sex schools do well academically, by saying that the gender gap between girls and boys has been overcome.
School type was always set to be the independent variable because it was already fixed before the measurements of mixed-gender anxiety and mixed-gender friendships. But it has always struck me that mixed schools are much kinder places.
Reduced exposure to mixed-gender interactions was suggested to predispose individuals to experience mixed-gender anxiety [ 3435 ], which may lead to future avoidance of mixed-gender situations, thus disrupting the process of social skills acquisition and relationship formation, resulting in a vicious cycle [ 29 ].
Only one side? In a coeducational school such as Brighton College, boys and girls learn together, converse together and grow into adulthood together. Dev Rev.
Educ Stud. The average parental education level of the sample i. As in Study 1, mediation analyses were conducted using PROCESS with 10, bootstrap samples and the same mediation model, except that for Study 2, the covariates were parental income, parental education, number of brothers, number of sisters, school banding, the four dimensions of sexual orientation, faculty, student age, and social anxiety.
Are single-sex schools actually dangerous? Table 5 Mediation results Study 1: High school sample. Table 6 presents detailed participant characteristics by school type and student gender.