Wat betekent gemengd onderwijs voor het welbevinden en de vorderingsresultaten van de leerlingen: een onderzoeksnota

Abstract

With this research note, we are participating in the current social discussion on the generalization of coeducation in Flanders. After a sketch of the problem, we give a brief overview of some of the ways this phenomenon has hitherto been approached in sociology. Then, with the aid of analysis of variance, we analyze the relationship between the sex ratio of the school and the well-being and academic progress of the pupils. This is done in turn for the first year (N = 1.315) and the sixth year (N = 1.116) in a sample of 23 secondary schools. In the first year, a number of observations constantly recur: pupils from boys' schools score lower in school wellbeing and for academic progress than pupils from coeducational and girls' schools. In the sixth year, this link for well-being is seldom found. To explain this phenomenon, it is suggested that, in the first year of secondary school, the school has an integrating influence more for girls than for boys whereby the pupils from girls' schools and coeducational schools feel better and make better academic progress than those from boys' schools.