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

A League of Their Own: Do Single-Sex Schools Increase Girls’ Participation in the Physical... 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. high-school 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. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Sex Roles Springer Journals

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

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Publisher
Springer Journals
Copyright
Copyright © 2011 by Springer Science+Business Media, LLC
Subject
Psychology; Gender Studies; Medicine/Public Health, general; Sociology, general
ISSN
0360-0025
eISSN
1573-2762
D.O.I.
10.1007/s11199-011-0013-6
Publisher site
See Article on Publisher Site

Abstract

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. high-school 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.

Journal

Sex RolesSpringer Journals

Published: Jun 4, 2011

References

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