Signorella, Frieze, & Hershey (1996). Single-Sex Versus Mixed-Sex Classes and Gender Schemata in Children and Adolescents: A Longitudinal Comparison. Psychology of Women Quarterly, vol. 20. Public

Positive effects for women and girls of all-female schools have been proposed, although there is relatively little clear empirical support for these beneficial results. Much of the cited research is based on elite all-female institutions or on parochial schools. This study takes advantage of the change of a private, non parochial school from all girls to both sexes. Longitudinal data from grades 2 through 12 were collected over the course of the academic year to study the results of this transition. Stereotyping declined with age and over time in both types of classrooms. Girls in single-sex classrooms showed some tendency to be more stereotyped in their perceptions of mixed-sex classrooms than did the girls who were actually in that setting. Thus, none of the measures showed any significant increase over time in stereotyping among girls in mixed-sex classes. Implications of these findings are discussed.

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Metadata

Creator
Signorella, Margaret L.
Frieze, Irene Hanson
Hershey, Susanne
Keyword
stereotypes
gender
single-sex education
Rights
Attribution-NonCommercial-NoDerivs 3.0 United States
Resource type
Article
Publisher
Sage
Language
English
Identifier
10.1111/j.1471-6402.1996.tb00325.x
Related url
Size
147 KB
Total items
1

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