Some Cognitive and Affective Outcomes of Same-Sex versus Coeducational Grouping in First Grade

Abstract

Coeducational grouping in classrooms was instituted a century ago as an economical way of assuring good schooling for girls. The justification for coeducation was summarized by Thomas Woody (15) as “realistic, economically advantageous, and a wholesome socializing experience for both sexes, as well as the best way of providing equal educational opportunity for women.” However, coeducational classroom organization may have a deterring effect on some children’s early school progress, considering present knowledge of developmental growth patterns which indicate that young boys mature more slowly than girls of the same chronological age. The child’s initial school experience in the first grade learning environment can set the stage for later learning progress. Attitudes about self and others, as well as early learning styles can affect children’s performance in school. There is little definitive research to support coeducational grouping as the optimal grouping pattern for first grade boys and girls.