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.

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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Work Title 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.
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Open Access
Creators Signorella, Margaret L.; Frieze, Irene Hanson; Hershey, Susanne
Version number 1
Keyword stereotypes; single-sex education; gender
License Attribution-NonCommercial-NoDerivs 3.0 United States
Work Type Article
Publisher Sage
Language English
Publisher Identifier (DOI) 10.1111/j.1471-6402.1996.tb00325.x
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Deposited May 10, 2015 15:33

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  • Added s1r66j3371_version1_Signorella-Frieze-Hershey_Single-sex_versus_mixed-sex_classes_PWQ_1996.pdf
  • Added Creator Signorella, Margaret L.
  • Added Creator Frieze, Irene Hanson
  • Added Creator Hershey, Susanne
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