Single-Sex Education and Student’s Outcome Assignment Help
Introduction:
The most significant feature of any school is to provide a success path for its students’ whether it is for one or both sexes. Among many factors that contribute towards this success, some of these include the ability of student itself, back ground of parents having different socio-economic setup, the strength of leadership and teaching style, reputation of the institution etc. These factors singly or mutually or in difference combinations are expected to deliver on this premise. Nonetheless, the controversy of advocating whether or not single sex schools and education lead to different student developments and outcomes has become one of the leading researched topics in education (Smithers and Robinson, 2006; Lingard et al, 2009). Studies have debated internationally if single sex schooling and education system yields benefit for boys and/or girls or not. A number of English speaking countries including Australia, New Zealand, United States, Great Britain and Ireland continue to have an increasing number of single sex schools or limited single sex classes as a reaction to underachievement by either boys or girls or the impact that coeducation system has on subject choices (Smyth, 2010). The literature review attempts to investigate these studies mainly in context of students outcome of academic achievement, choice of subject to be taken, personal and social development and finally, adult outcomes in the longer run English speaking countries and developments in this regard. The review also discusses the key findings critical in comparing the two education systems i.e. single sex and coed.
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Literature Review:
Most of the studies that have discussed the difference between coeducation and uni-sex education system have discussed these settings in educational processes and the eventual student outcomes. One of the most studied topics is related to the dominance of boys in the classroom over girls. It has been identified that boys are considered more active in classroom participation and interaction including involvement in activities such as calling out answers and hands-on efforts in laboratory sessions and computers related work (Askew and Ross, 1988; Francis, 2004). Also, as suggested by Francis (2000) and Warrington and Younger (2000), boys experience a relatively negative experience with teachers due to misbehavior in classrooms and are considered as more disruptive. From this viewpoint, boys in the classes are considered as a hindrance for academic engagement for girls and subsequently competitively achieving results in the classes. Other authors have considered that presence of boys as distraction for girls in coeducation settings.
Furthermore, Coleman’s (1961) earlier study investigated the strong importance on “rating and dating” in American high school culture and concluded that a negative impact is observed among peer groups, especially in girls in reference to forming relationships with opposite sex. Mendick (2005) argued the ways in which schools serve as a footing for creating a divide of masculinity and femininity. Thus subjects such as physical sciences and mathematics are stereotyped as masculine and eventually create a psychological barrier for girls to select these subjects and subsequently perform well. Finally, different studies in different countries have emphasized a different result for mixed gender education setting, however, mostly it has been agreed that school process and students’ outcome is dependent on the gender concentration of the classroom. Some of these outcomes affected by single-sex system have been critically discussed below with findings from different English speaking countries.
Academic Achievement:
The studies in relation to single sex education system and students performance have majorly focused on academic performance, either by measuring achievement in a particular subject area or an overall performance in examination. Results have seen a distinction across different and within countries based on the research methodology used and expected outcome observed. According to Smyth (2010), broadly, studies can be attributed to two set of countries. These include nations such as Britain and United States in which schools with single sex constitute to a small group only while countries such as Australia, New Zealand and Ireland have a larger number of single sex schools having notable compositional differences.
One of the first and comprehensive studies related to single sex education were carried out by Dale (1961, 1971, 1974) related to Britain’s context. Dale argued that having mix education system prepares students optimally for adult life in both sexes. In reference to performing in academics, Dale contended that girls’ performance was not affected in a negative way in coeducation; however, his studies identified some disadvantages for girls taking subjects of mathematics and sciences. Later, in studies conducted in 1980’s identified that girl’s tended to perform higher when tutored in single sex schools or classes (Spender and Sarah, 1980; Deem, 1984). Other studies conducted later were relatively smaller in scale and failed to incorporate the factor of social background and previous achievement differences between students opting for single sex schools and coed schools. Opinionating on the existing studies, Bone (1983) argued other broader school factors were more important in student’s academic performance than just the gender mix itself.
Recently, three different studies in 2000’s have posed different results while examining the effects of single sex education system in British context. Spielhofer et al (2004) concluded that average academic achievement for males do not differ prominently in the two education settings. However, the authors further suggested that performance gain was observed for otherwise lower achieving boys when taught in single sex schools. Conversely, for girls, the authors identified an advantage of academic achievement in the area of science when attending a unisex school. Malacova (2007) investigated and concluded that boys and girls opting for more selective single sex schools were seen having a performance advantage while in the context of non-selective schools of single sex setting, only boys and girls with lower abilities achieved higher grades. Sullivan et al (2010) presented a very interesting study in 2010 based on previously analyzed data by Steedman in 1958. According to Sullivan, when all other factors considered equal, girls associated with unisex schools have shown higher passing marks for ordinary level exams taken at age 16 in comparison to girls tested in coeducational setting for the similar examination. However, the study further implied that this difference was insignificant when considered for advanced level exams taken at age 18. Among the differences highlighted for particular subject areas, it was identified that for subjects including mathematics and sciences girls tended to score higher passing marks in single sex schools than in mixed setting. Further, boys on the other hand were likely to achieve higher scores in language related subjects in single sex schools.
There have been a number of studies that have taken place in United States where until recently; the concept of single sex schools was limited to private schools only, majority of them being Catholic schools. In the first few studies, Coleman (1961) observed a negative impact on girls’ performance in coeducation setup. The author concluded that girls were involved in prioritizing dating relationships with opposite gender rather than schoolwork. Other studies have also reflected negative impact on girls’ achievement performance along with other outcomes in coeducation setup. Bryk et al (1993) in their detailed study examined girl’s academic achievement using a range of controlled variables such as previous achievement record, socio economic background etc. Their study identified clear positive relation between girls’ academic performance along with other development outcomes of social and personal engagement when tutored in single sex schools. However, this premise was negated by Marsh in his two studies (1989a; 1989b). According to the author’s analysis in controlled setup, no noticeable differences were observed in the overall achievement of girls in Catholic school sector in single sex schools and coeducation schools. This was further supported by Gilson in 2002 when the author found no clear evidence when matching results for mathematics and quantitative ability test scores in girls. Another study that compared single sex catholic schools with coeducation catholic and public schools by Riordan (1985) investigated and concluded a significant achievement advantage attributed to girls in single sex schools; however, no such advantage was identified for males in the same setting. Other studies have also attempted to explore this relation in American schooling system in relation to ethnic minorities and other groups of society. Riordan (2002) identified a position relation of academic achievement for boys and girls in single sex education. This relation appears to be much stronger for lower socio economic group and minority students. Similarly, studying on the diversity of United States, Riordan (1994) suggested a similar advantage when investigated African-American and Hispanic schools.
The Republic of Ireland has a history of single sex schools. This education system comprises of more than one third of all secondary schools (Smyth, 2010). Furthermore, single sex schools and coeducation schools are clearly distinctive in admitting students. Social class and prior academic achievement plays a significant role in this scenario. Hannan et al (1996) controlled these factors to investigate the relation between academic achievement and single sex schools. According to the authors, there was clearly no evidence of advantage or disadvantage for boys and girls and their overall academic performance in single sex schools. As far as particular subjects were concerned, the authors concluded that girls appear to score less in mathematics in coed schools compared to single sex schools in Republic of Ireland.
Similar studies identifying the impact of single sex schooling have been carried out in Australian context. Initially in 1986, Carpenter concluded that there is no significant difference between single sex schools and coeducation schools when investigating students’ performance. However, Carpenter controlled factors including social background and prior performance for his study. However, few later studies were able to identify differences in performance when investigated particular subjects. For instance Yates and Firkin (1986) studied that both boys and girls were able to perform higher in mathematics when being taught at single sex schools. However, all other factors were being kept controlled. Subsequently, Young and Fraser’s (1990) analysis concluded that girls have shown considerable advantage in single sex schools for physics and other science subjects.
Studies carried out in New Zealand have reflected a different response. Even in controlled settings for background and prior achievement, boys and girls have shown advantage when tutored in single sex education for academic performance (Woodward et al, 1999). However, two comprehensive studies by Harker and Nash (1997) and Harker (2000) identified that in a controlled environment, there is no significant advantage in test scores for females and males for subjects including English, Mathematics and Physics.
Mael et al (2005) have given a detailed commentary and review of international research in the domain of single sex education. According to the authors, research has included only those studies that meet a certain methodological criteria and are mostly related to American secondary schools. The authors briefed that of all the major studies, 23 studies suggested there is no significant difference between the two education systems. Furthermore, 15 studies identified that single sex schools have an advantage on academic performance over coeducation system, while there is only one study that has supported the idea that coeducation schooling is advantageous over the other. Mael et al’s (2005) review was contrasted by Smithers and Robinson (2006) when authors identified that there is lack of concrete evidence suggesting consistent advantages of one system over the other. The authors have pointed towards the limitations in making accurate comparisons between the two setups.
A way forward for further research suggests that little attention has been attributed to the effects of single sex education in a cross country context. Baker et al (1995) investigated this cross national variation and concluded that the difference lies with the size and selectivity of the single sex education sector. For instance, Belgium and New Zealand are countries with a relatively larger single sex education sector and therefore, there are minimal differences in academic achievement between the two systems. In contrast, Thailand has a relatively smaller scale single sex sector and therefore, girls are identified to perform academically better in unisex schools. Finally, in Japan, girls are considered to do worse when tutored in single sex schools. This is attributed to the fact that single sex schools in Japan are oriented towards educating females for marriage rather than career development.
Subject Take Up:
The initial section of the review suggested that girls and boys may develop different gender identities based on their schooling system. On the basis of this difference, students are expected to opt for traditionally different male or female subjects. Based on this hypothesis, it has been observed that there exists a gender stereotyped attitude towards subjects by students. For instance, a number of studies have concluded that girls studying in coeducational settings are less likely to opt for “male” associated subjects such as mathematics and physical sciences (Vockell and Lobonc, 1981; Stables, 1990; Gill, 1992). However, as investigated, the scenario is different in single sex schools where girls are motivated to take up male subjects (Spender and Sarah, 1980; Deem, 1984; Bone, 1983).
In relation to the studies of catholic single sex schools in the United States, authors Lee and Bryk (1986) suggested that girls tend to show more interest in enrolling for mathematics courses. Earlier, Spielhofer et al (2004) suggested that enrollment for subjects like mathematics and physics was higher for both, boys and girls in single sex schools in England. Girls were less likely to enroll for traditional female oriented subjects such as foreign language in single sex schools. However, these findings cannot be generalized everywhere. For instance, in case of boys, it was concluded by Marsh (1991) that there exists no difference when boys decide to take up subjects including mathematics, science and vocational learning in single sex schools or coeducation catholic schools. Also, studies in Australia concluded that when all factors are controlled, there is no evidence of difference in taking up of subjects such as physics and biology etc. by boys and girls in single sex schools or coeducation system. Studies in Ireland also confirmed that subject take up choice is not related to gender mix of the school; rather school characteristics are significant in decision making (Smyth and Hannan, 2006).
Personal and Social Development:
Along with the educational processes and academic achievement, a number of studies have assessed the impact of school setting on the personal and social development aspects of young people. A number of studies have shown consensus on the premise that coeducation schooling tends to generate more positive attitude of males and females towards the school (Schneider and Coutts, 1982; Stables, 1990). For instance, Dale in his studies (1969, 1971, 1974) identified that boys and girls were more satisfied within a coeducation environment suggesting it is helping them to build comfortable relationships with opposite gender. Subsequently, Hannan and Shortall (1991) alumni male and females of coeducation schools had more positive attitude towards social and personal development of their schooling. Mael et al (2005) argued that when alternate aspects of self-concept such as attitude towards schools, internal and external locus of control are evaluated, the results are evenly constructed for those proponents of single sex education and those favoring otherwise. Other studies have argued that girls tend to cultivate higher socially acceptable images in single sex schools, particularly because of the less competitive environment (Carpenter, 1985). Also, female students hold higher aspirations in life to achieve goals and develop relatively lesser stereotyped gender (Bryk et al, 1993). On the contrary, Marsh (1991) argued that there is no noticeable difference as far as locus of control and one’s self concept is evaluated in single sex schools and coeducational schools.
Adult Outcomes:
As commented by Mael et al (2005), very few studies have been able to evaluate the longer term consequences for students attending a single sex school. Sullivan et al (2010) studying a sample of age 42 in Britain argued that there exist no difference when testing literacy and numeracy capabilities and scores of students. However, the authors also suggested that women that attended unisex schools during their earlier days tend to study more male oriented subjects as an option for their pose secondary qualification. Studying labor market employment opportunities post school, Marsh (1991) argued that there is no difference in likelihood of unemployment for both types of education systems. However, on the contrary, Woodward et al (1999) studying a sample in New Zealand suggested that single sex schools have a higher chance of employment post school for males and females.
