Single-sex Schools Research Articles

Exposure to family violence and school violence among Palestinian high schoolers: The moderating effect of gender and school climate

BackgroundThere is a serious dearth of research on the phenomenon of school violence in the Arab world. Moreover, studies have examined the relationship between students' exposure to family violence (EFV) and school violence. Objective: This study measured the correlation between Palestinian high schoolers' EFV (i.e., witnessing and experiencing family violence) and their violence against both peers and school staff. The moderating effects of gender and school climate were also explored. Participants, setting, and methodA pioneer survey was conducted among 1183 7-12th graders (about 55 % boys) in the Hebron district of the Palestinian National Authority (PNA), using a self-administered questionnaire, and informed by social learning theory (SLT). Their ages ranged from 12 to 19 years (M = 14.64, SD = 1.47). More than a third (38.8 %) attended all-boy schools, 32.5 % attended all-girl schools, and 28.7 % attended co-ed schools. Most (71.2 %) of the participants lived in rural areas, 26.5 % lived in urban areas, 2 % lived as semi-nomads, and 0.3 % lived in refugee camps. ResultsA considerable percentage of students behaved violently towards other students, but the rates of student violence against school staff were lower. Results of t-test show that boys behaved more violently against students and school staff than did girls. Correlation as well as multiple regression analyses revealed significant relationships between EFV and violent behavior against other students and the school staff, which were moderated by participants' gender and perceived school climate (PSC). A negative PSC predicted a higher degree of both types of violence. ConclusionSchool violence is possibly learned as a result of EFV. This learning is more likely to occur among boys than among girls; however, it is less likely to occur where positive PSC prevails. The study's strengths and limitations as well as its implications for future research and for practice are discussed.

Enablers and barriers of implementing a whole school approach to ovulatory menstrual health literacy: a case study of a single-sex school in Western Australia

AbstractMy Vital Cycles® is a holistic ovulatory menstrual health literacy program for adolescent females. A whole school approach was used when trialled in one single-sex secondary school in Perth Australia. This study investigated the enablers and barriers for its future implementation from the perspective of the school’s teachers, nurses and psychologists. The design was a pre-trial survey of ovulatory menstrual health knowledge and attitudes, followed by post-trial interviews and focus group discussions (FGDs). In the pre-trial survey, 12 school staff demonstrated positive attitudes to ovulatory menstrual health; sound anatomical knowledge; but limited knowledge of cycle patterns. There were two FGDs with five participants and eight post-trial semi-structured interviews, giving 13 school staff in total. Deductive thematic analysis identified 14 themes within a whole school approach framework, specifically: policies and resources; community partnerships; curriculum; social-emotional environment; and school health services. Enablers included school staff’s positive attitudes; the program’s validated materials; its curricular alignment; and address of stigma. Barriers included school staff’s need for professional development; extending the program over years; Health and Science silos; dependence on school leadership; and challenges of building community partnerships. Co-design with school leadership and staff to enhance opportunities for a whole school approach is recommended for future implementation.

Gender cognitions before and after graduating from single-sex versus coeducational high schools: A longitudinal study using propensity score matching.

Gender cognitions before and after graduating from single-sex versus coeducational high schools: A longitudinal study using propensity score matching.

Between gendered walls: Assessing the impact of single-sex and co-education on student achievement, self-confidence, and communication skills

In this study, we investigate the impact of educational environments characterized by single-sex and co-educational settings on students' academic performance, communication skills, and self-confidence. The analysis encompassed 677 research articles, comprising 798 effect sizes, and involving a cumulative sample size of 1,179,558 participants. The existing literature presents inconclusive results regarding the effects of co-education on students' overall educational well-being. This research contributes to this ongoing debate by examining the impact of educational settings, specifically co-educational and single-sex environments, on academic achievement, communication skills, and self-confidence. Our findings indicate that the type of educational setting, whether co-educational or single-sex, does not exert a statistically significant impact on academic achievement, except in countries with a low educational attainment index, where students in co-educational settings achieve higher. Additionally, students in co-educational settings demonstrate better communication skills and higher self-confidence than their counterparts in single-sex schools. These results challenge the prevailing notion that single-sex education enhances girls' achievement and self-confidence while providing a safer environment for self-expression. In contrast, our data suggest that gender-segregated schools may not be the most conducive environments for girls to thrive both socially and academically, potentially due to the promotion of passive femininity within such institutions.

Targeted Analysis of Common Spelling Errors among Grade Six Pupils

Spelling errors are the most common inaccuracies in the writing of ESL learners. Despite the numerous studies on writing, teaching spelling as a research topic has often been overlooked. The primary objectives of this mixed method study are to describe the common spelling errors of grade 6 pupils of an all-girls school in Metro Manila post-pandemic, identify teaching strategies to minimize spelling errors and propose recommendations for teaching spelling. First, spelling tests and student handwritten essays were analyzed for spelling errors, which were later categorized using Cook’s classification. Second, interviews with Language teachers to identify teaching strategies were held, determining key themes and best practices in spelling instruction. The results indicated that students committed spelling errors mostly by omission, substitution, and insertion, and the strategies to enhance spelling skills include utilizing visuals, engaging students through interactive materials and collaborative activities, and using the words in context. Based on the findings, it is recommended to consider the following in crafting a spelling program: a fundamental list of commonly misspelled words following the rule-based system, a bank of effective strategies to expose students to words in context and engage them for active learning, a continuous assessment of spelling student abilities, and evaluation of the spelling program.

THE PERFORMANCE OF CO-EDUCATION OVER SINGLE- GENDER EDUCATION: A CASE STUDY ON THE STUDENTS OF CITY UNIVERSITY IN BANGLADESH

A single-sex school is a school that accepts only students of a particular gender, and a segregated and nurturing educational environment is believed to be more conducive to learning than a coeducational school (Harter, 2018). This study conducted show that boys have more academic advantages studying in coeducational schools, whereas girls find segregated schools more achievable. (Ogden, 20110). But academic performance is not the only criterion by which the success of an education system is judged. Further this study shows that boys and girls have unique requirements if they want to reach their full potential. Proponents of the gender-segregated model believe that because research shows that boys and girls learn differently, they should attend schools that address their needs, and that gender-segregated schools take account of these differences to create programs tailored to optimize success and boys learn in a really different way (Marsh, H.W. 1991). KEYWORDS: Gender, Sex, Education, Co-Education.

Beyond Averages: Unpacking Disparities in School-Based Vaccination Coverage in Eastern Sydney: An Ecological Analysis.

School vaccination programs are crucial for achieving high immunisation coverage among adolescents, but substantial disparities exist across schools and regions. This ecological study aimed to determine associations between school characteristics and vaccination coverage for diphtheria-tetanus-acellular pertussis (dTpa) and human papillomavirus (HPV) vaccines among year 7 students in southeastern Sydney. An analysis of data from 70 mainstream schools participating in the 2019 South Eastern Sydney Local Health District School Vaccination Program utilised quasi-Poisson regression models to assess associations between vaccination coverage and school attendance, socio-educational status, Aboriginal enrolments, language background other than English (LBOTE), school sector (government, Catholic, or independent), and coeducation status. Median school coverage was 88% for dTpa, 88% for HPV-girls, and 86% for HPV-boys, with interquartile ranges of 82-93%, 84-92%, and 78-91%, respectively. Higher school attendance was associated with increased dTpa vaccination coverage (PR 1.14, 95% CI 1.02-1.27). Single-sex schools showed higher HPV vaccination coverage compared to coeducational schools for both girls (PR 2.24, 95% CI 2.04-2.46) and boys (PR 1.89, 95% CI 1.72-2.08). No significant associations were found for ICSEA, Aboriginal enrolments, LBOTE, or school sector. School attendance and coeducational status significantly influenced vaccination coverage, with differential impacts on dTpa and HPV vaccines. These findings highlight the need for targeted strategies to address disparities in school-based vaccination programs. Research using qualitative methods could be useful to understand the beliefs and attitudes contributing to these disparities in vaccine uptake so that programs can be tailored to maximise participation.

Gendered Subjectivities in English Classrooms: A Critically Queered Examination of Sex-Segregated Education

This study explores the link between gender and language in single-sex schools in Colombia. Using feminist theory, the study analyzes the gendered subjectivities of English-as-a-foreign-language learners in a private school in Bogotá. It examines how heterosexuality is forced upon learners and how their subjectivities are impacted by the heteronormative discourse surrounding sex-gender learning differences. The study utilizes conversation analysis and speech act theory to examine data. The findings reveal that gendered subjectivity is complex and constitutes an ongoing struggle. There is a need for further research on gender and English teaching in educational settings, emphasizing the importance of studying sociolinguistic power relationships.

Motivational processes: can perceptions of fairness augment effects of favourable autonomy supportive practices on satisfaction of the basic psychological needs?

Based on Self-Determination theory and social interaction models of social justice, in this article we examined whether perceptions of fairness catalysed the positive effects autonomy support on motivational and well-being outcomes. The study was conducted in the context of an all-boys school with 302 students, adopting a prospective design. Using surface analysis to estimate the dependent variables to be tested in non-liner regressions, the current research empirically extends social interaction models of distributive justice by testing, for the first time, whether perceptions of fairness can moderate the effects of autonomy supportive practices on satisfaction of psychological needs. The results demonstrated that perceptions of fairness engendered positive effects of favourable forms of autonomy support on satisfaction of the psychological need for competence. No analogous positive effects on other outcomes were found. Therefore, the perceptions of fairness constitute an important component of autonomy-supportive class climates that catalyse positive effects of favourable forms of autonomy support on satisfaction of the psychological need for competence. This evidence suggests that students are more likely to experience high levels of competence during physical education classes when they perceive that their favourable treatment is fair, though the effect does not generalise to autonomous motivation or subjective well-being.

Employing a serious game intervention to promote adolescent school children’s perceptions of nursing and midwifery professions

AimTo test a serious game intervention about nursing and midwifery perceptions among adolescent school children.BackgroundNursing and midwifery professions face challenges in recruitment, with persistent gender stereotypes and a lack of clarity regarding the roles contributing to this issue. This study addresses the need for innovative approaches to reshape perceptions and encourage career exploration in adolescent school children.DesignEmploying a pre/post-test design, this study involved 137 post-primary students aged sixteen or seventeen in the United Kingdom.MethodsData collection occurred between November 2022 to April 2023, involving three post-primary schools. Participants engaged with a digital serious game designed to address misconceptions and promote a more accurate understanding of nursing and midwifery. Participants completed pre- and post-intervention questionnaires, including an adapted version of the Nursing as a Career Choice Questionnaire. Statistical analyses included descriptive statistics, paired t-tests, and independent groups t-tests.ResultsThe serious game intervention resulted in statistically significant improvements in students’ perceptions across multiple domains. Overall, participants showed higher mean post-test scores (M = 139.57, SD = 15.10) compared to their mean pre-test score (M = 131.06, SD = 14.73) on the questionnaire. The domains of self-efficacy (p < .001), job prospects (p < .001) and social influences (p < .001) exhibited the most substantial positive changes. Female participants showed higher perceptions than males in pre- and post-tests and students from all-girls schools consistently scored higher than those from all-boys and mixed-gender schools.ConclusionsA serious game about the nursing and midwifery professions appears to be capable of changing perceptions of self-efficacy and job prospects related to nursing and midwifery professions. The study suggests that a serious game intervention may have the potential to change adolescent perceptions of nursing and midwifery professions which may lead to their considering of these when making future career choices.

Leadership Implementation of a 12 Pathways Model (GIW-12P) to Promote Schoolwide Wellbeing

ABSTRACT This research investigated how a leadership team enacted wellbeing promotion in a Catholic Preparatory to Year 12 all-girls school using the Growing Inclusive Wellbeing 12 Pathways Model (GIW-12P). This qualitative case study purposively selected participants (n = 25) and collected data over an eight-week period using surveys and semi-structured focus group discussions. Thematic analysis was conducted in four phases with three key findings. Firstly, the GIW-12P as a tool proved highly effectual as a model. Secondly, applying the model surfaced areas of effectual wellbeing promotion while also illuminating gaps in practices and drawing attention to areas for further action. Thirdly, the “how” of the application surfaced as an opportunity for school-wide collaboration linked to core beliefs and quality outcomes for students, teachers, and all participants. Using the GIW-12P model provides new knowledge to policymakers and researchers in the field of practice. When collaboratively used as an analysis tool, the GIW-12P created an intersectionality with the concept of wellbeing within this community. When applied by a team to investigate wellbeing promotion, the GIW-12P surfaces information key to effective decision-making for leaders regarding the utilisation (i.e., allocation and deployment) of human and financial resources and educational policy to drive school-wide wellbeing promotion.

Exploring adolescents’ perspectives of single-sex schooling: teetering amongst competing views

ABSTRACT This paper focuses on the perspectives of adolescents attending a private Christian single-sex secondary school. The research literature into the impact of single-sex schooling upon learners, while plentiful, is equivocal and few scholars have delved into the views of adolescents in such contexts. To demonstrate their perspectives of single-sex schooling, the findings are represented as poetry clusters, grouped together to highlight the ways in which the adolescents teetered amongst competing views. Better understanding the related formative presence of societal messages and gendered expectations shaping single-sex learning environments offers possibilities for teachers to disrupt these norms.

“This is not easy”: Unveiling the nuances of discrimination experienced by LGBTQ+ teenagers in Heartstopper Season I (2022)

A majority of LGBTQ+ students experience harassment or assault based on sexual orientation and gender identity. It is as depicted in the Netflix Series entitled Heartstopper released in 2022. While the show centers on the budding romance between Nick and Charlie, it also delves into the experiences of a wider LGBTQ+ friend group. Thus, the aim of this current study is to examine the portrayal of discrimination experienced by LGBTQ+ teenagers in Heartstopper Season 1 and identify its causes, including the characters of color and those identifying as lesbian and gay. The qualitative approach is used using dialogues and pictures as the main data. Besides, gender theory is also employed to analyze the data features LGBTQ+ characters and the discrimination they experience. The result shows that the discrimination comes from both racial background and general people's expectation. Also, the discrimination against gay characters arguably happens due to the rejection of the community, in this case the same-sex school community. Machoism and masculinity may become the main reasons for rejecting, and thus discriminating against gay students as they are seen as weak and thin. By revealing the causes of such discrimination, we hope that the current research may shed light on how to prevent any discrimination against each other, including people with different sexual orientation.

Gender Gap in STEM Pathways: The Role of Gender-Segregated Schooling in Mathematics and Science Performance

According to the World Economic Forum, the occupational gender gap with men dominating well-remunerated STEM careers is a key factor in the gender pay gap. However, the problem of underrepresentation of women in STEM fields is mitigated or reversed in some Eastern European and Islamic countries. This disparity suggests that cultural factors are at play. Gender-segregated schooling, which is commonly practiced in Islamic countries, is often seen as a contributing factor. However, the issue of gender-segregated education sparks much controversy. Critics argue evidence is lacking, and segregation may foster sexism and hinder social skills.In New Zealand, there is a significant opportunity to conduct research on gender segregation, as approximately 14.43% of girls and 14.35% of boys attend single-gender schools for their secondary (high school) education. In contrast to the USA and Australia, where single-gender schooling is predominantly offered by private and/or Catholic schools, the majority of New Zealand gender-segregated schools are state schools.Utilising the TIMSS 2019 dataset, our analysis revealed that girls from low socio-economic backgrounds and boys from higher socio-economic backgrounds who attend single-gender schools exhibit significantly higher mathematics and science achievement scores compared to their counterparts in co-educational settings. This success is particularly striking for girls in low socio-economic settings. Given mixed international evidence, this suggests that there must be protective factors at single-gender New Zealand schools, positively influencing these students. We examine potential factors setting apart girls-only schools to provide an explanation of our results: (1) a mitigated influence of gender socialisation practices and stereotype threat and (2) explicit messaging aimed at challenging stereotypes and empowering girls to actively engage in STEM fields.

Gender Dynamics in High School Mathematics Education: Impact of Teachers and School Environment on Female Students Attitudes and Achievement

This study investigates the impact of teacher gender and school type on the attitudes and academic performance of female high school students in mathematics. Utilizing a sample of 262 final-year high school girls and 10 mathematics teachers from both mixed-gender and single-sex schools in the Sunyani West District located in Ghana, the study employs surveys and achievement tests to gather quantitative data. Statistical analyses reveal several key findings. Male and female teachers shared similar beliefs regarding female students in general. Significant differences emerged in perceptions of students&amp;apos; mathematical abilities. Girls taught by male teachers exhibited lower anxiety levels (t (260) &amp;gt; 1.96, p &amp;lt; 0.05) and higher self-confidence (t (260) &amp;gt; 1.96, p &amp;lt; 0.05) in mathematics compared to those taught by female teachers. Additionally, mixed-gender schools fostered more positive attitudes towards mathematics among female students compared to single-sex schools (t (260) &amp;gt; 1.96, p &amp;lt; 0.05). There were positive correlations observed between students&amp;apos; attitudes towards mathematics and their academic performance, highlighting the importance of teacher-student relationships in shaping students&amp;apos; perceptions and achievements in mathematics. These findings underscore the need for inclusive teaching practices and the recruitment of qualified mathematics educators to support the academic success of female students in mathematics. Future research could explore the disparate treatment of male and female students in mathematics classrooms and investigate effective pedagogical strategies to promote equitable learning outcomes.

Constructing Adolescent Sexuality Through Schooling: Analysis on Gender Socialisation in All-girls Schools at the Secondary Level in Kerala

This article seeks to understand the processes of gender socialisation in schools. The article endeavours to analyse the construction of normative femininity in the strict contours of schooling and to capture the response of students to it. The context of this article is the critique of the celebrated Kerala development model, suggesting that a better status for women continues to be a challenging process. The research was carried out on adolescents in two all-girls schools in Kerala, a convent private school and a government school. Qualitative research methods were used for the study. The research foregrounds how schooling continues to perpetuate the social control of girls that undercuts the efforts and aims of the curriculum. The article presents key aspects of the socialisation of female sexuality that spawns a stereotypical and rigid femininity.

Deconstructing gendered approaches in ‘single-sex’ flexi schools: two Australian case studies

In Australia coeducation dominates government schooling, with single-sex institutions usually being the preserve of selective government schools and private, often elite, institutions. For marginalised young people who ‘drop out’ or are forced to leave the coeducational mainstream system, flexible and/or non-traditional schools provide alternative pathways. Such schools are primarily coeducational. This paper draws upon data from two flexible/non-traditional schools in Australia that attempted to address the issues of educational disengagement via the provision of single-sex schooling: Fernvale Education Centre and Lorem School. The data are insightful with regard to these two very different gender and education paradigms and to their associated discourses about masculinity and femininity. The paper will identify the ways in which these schools both reproduce and challenge dominant constructions of gender within the context of responding to disenfranchised/disengaged young people.

A Study to assess the self-esteem and assertiveness among adolescent girls studying in single sex and Co-educational school at Kottayam district.

A study was conducted to assess the self-esteem and assertiveness among adolescent girls studying in single sex and co-educational school at Kottayam district., all the questions were clear, ambiguous, understandable and feasible hence no modification was made in the questionnaire. The data collection of the main study was on to. A self-esteem and assertiveness inventory scale was given to the entire sample to assess the self-esteem and assertiveness level. Each sample took 10-20minutes to complete rating scale. The analysis of the collected data was done based on the study objectives. In the study, 60 samples were selected who met the inclusion criteria. In single sex school, the adolescent girls of 19 students (63.33%) have high self-esteem,11students (36.66%) have moderate self-esteem. In co-educational school, the adolescent girls of 18 students (60%) have high self-esteem and 12(40%) students have moderate self-esteem. In single sex school, the adolescent girls of 6(20%) students have good assertiveness,18(60%) students have uncertain assertiveness and 6 students (20%) have poor assertiveness. In co-educational school, the adolescent girls of 2 students (6.66%) have good assertiveness, 27 students (90%) have uncertain assertiveness and only 1 students (3.33%) have poor assertiveness. The mean of self-esteem in single sex school was 42.8 as that of the co-educational school was 42. The ‘t’ value obtained for unpaired ‘t’ test was 1.24. The ‘p’ value obtained was 2, which is greater than 0.05. So, there is no significant difference in the mean self-esteem of single sex school and co-educational school. They show that they both have similar self -esteem The mean of assertiveness in single sex school was 8.9 and as that of the co-educational school was 8.4. The ‘t’ value obtained for unpaired ‘t’ test was 1. The ‘p’ value obtained was 2 which is greater than 0.05. So, there is no significant difference in the mean assertiveness of single sex school and co-educational school. They show that they both share similar assertiveness.

Single-Sex schooling at an Elite Independent School: A Multi-Methods Case Study

This article focuses upon the milieu of single-sex schooling within an elite independent school in a Canadian urban centre. This research served as an exploratory and critical examination of single-sex schooling in a specific context, and considered its relevance, pedagogical effectiveness, and ability to meet its purported goals. Using an interpretative methodological framework, and employing a multi-methods case study design, the purpose of this research was to investigate the strengths, limitations, and possibilities of single-sex schooling in a particular educational context as informed by its students, parents of students, graduates, and teachers. We found little evidence to support the idea that single-sex schooling overwhelmingly impacted student academic or social development. Implications for practice at schools offering single-sex schooling are addressed and focus upon the importance of gender-inclusive schooling; the school as the key, rather than the school’s single-sex classes; and addressing boys’ behaviour. Key words: single-sex, gender, schooling, independent school, private school Cet article se penche sur un milieu de scolarisation non mixte au sein d’une école privée élitiste d’un centre urbain canadien. Cette recherche a permis d’examiner de façon exploratoire et critique la scolarisation non mixte dans un contexte précis, ainsi que sa pertinence, son efficacité pédagogique et sa capacité à atteindre les objectifs escomptés. Par l’utilisation d’un cadre méthodologique interprétatif et le recours à une étude de cas multimodale, cette recherche poursuivait l’objectif d’examiner les forces, les limites et les possibilités de l’enseignement en milieu non mixte, dans un contexte éducatif particulier, comme le décrivent les élèves, leurs parents, les diplômés et les enseignants. À la suite de cet examen, peu de preuves viennent soutenir l’idée que la scolarisation en milieu non mixte a un impact considérable sur le développement scolaire et social des élèves. L’article traite des implications pour la pratique dans les écoles offrant une scolarisation non mixte et se concentre sur l’importance d’une scolarisation inclusive des genres, sur l’école comme étant la clé plutôt que les classes non mixtes, et à considérer le comportement des garçons. Mots clés : non mixte, genre, scolarisation, école indépendante, école privée

Separate But Equal: Is Segregated Schooling (Still) Good for Girls?

AbstractThe UK’s Equality legislation prohibits formal segregation with limited exemptions. Single-sex schools are one such exemption. No rationale for this was provided at the time of the legislation, and it was not until 2017 in the case of Al Hijrah that the question arose of whether and when sex-segregation in schools is lawful. We take up this question, reviewing the equality costs and benefits of sex-segregated schools conceptually and empirically. We highlight the incoherence of equality law regarding schools, and the limited evidence of their benefits. Drawing on feminist theory, we recommend improvements that may be useful in future cases where sex-segregation is contested in the context of faith-based schools. Lastly, we note that these legal questions may one day be challenged by a deeper source of instability if there is a breakdown in the binary sex categories on which sex-segregation in schools currently depends.