Compared high achieving adolescent girls' ideal and real career aspirations to adolescent boys' aspirations, examining the influence of grade level, achievement level, and an all-girls school environment. At all achievement levels, girls were commensurate with boys in ideal and realistic career aspirations. High achieving girls exceeded the…

Over 2,300 13- to 14-year olds in 7 mixed and 6 single-sex English high schools were tested on their attitudes to science, specific subjects, and school and asked to rank all school subjects in terms of liking and perceived importance. Results confirmed the tendency toward greater polarization of attitudes in mixed schools. (SK)

Considers the problems involved with the comparison of science performance of pupils attending single-sex and mixed schools, in which the former achieve higher test scores. Concludes that it is not sensible to attribute differences directly to separation of pupils in schools by sex. Suggests that factors such as preselection of students by ability…

Discusses part of study stimulated by the continuing debate over differences between boys and girls in their attitudes towards mathematics and their participation and performance in this subject at school. Concludes that there were clear differences between boys and girls on the Mathematics as a Male Domain scale with girls being less stereotyped…

Among 1,012 Nigerian ninth graders in 40 schools, girls in single-sex schools had higher mathematics achievement and less stereotypic views of mathematics than girls in coed schools, whereas boys in single-sex schools were negatively affected compared to those in coed schools. Contains 46 references. (SV)

Student attitudes toward mathematics were investigated before (n=353 females) and after (n=697 males and females) two single-sex, college preparatory, parochial high schools merged. Both sexes reported "teachers consider the boys smarter." Males perceived themselves as smarter, and females' self-confidence decreased after the merger. (23…

Describes Deerfield Academy's recent process of changing from a single-sex to a coeducational school. Though some students and teachers resisted the change, most adapted well and enjoyed the new atmosphere. The school community believes that Deerfield should not settle for anything less than a full coeducational status. (SM)

Girls who reject boy-girl social relations as the central concern of adolescence are best served by girls' schools where they can develop a complex sense of self including both risk taking and caring qualities. A study confirming that single sex schools promote girls' intellectual and leadership development is cited. (MJL)

Describes the process of starting a new program in computer science and engineering that is heavily based on applied mathematics and only open to women. Emphasizes that success requires considerable interest in mathematics and curiosity about computer science among female students at the secondary level and the acceptance of the single-sex program…

English researchers compared the academic and social benefits of single sex and coeducational schools, examining test scores and interviewing 100 college students (balanced for sex and type of school) about their experiences and their ease of adjustment to higher education. Results indicated that segregating the sexes did not increase…

Results showed differences in subject preference between male and female students and between mixed and single-sex schools in England. Perceptions of subject importance also showed some sex differences, but on the whole males and females from both kinds of schools are in broad agreement as to the relative importance of subjects. (Author/RM)

Examines the impact of government science education policy through the uptake of science A level subjects and patterns of attainment among boys and girls. Whereas recent evidence from Britain has been popularly interpreted as showing the educational advantage of single-sex schooling, the evidence of this study suggests that pupils are more likely…

Reports on Nigerian students' attitudes towards science. Findings suggest that students in general have a favorable attitude towards science and that exogenous factors such as family background and religion do not affect attitudes, whereas school and type of school attended (single-sex) affected attitude. Males were more positive than females…

The role of gender in curriculum development and the relationship between gender and learning in the female independent secondary schools are examined in this report. Historical methods focused on the years 1945-90. The research was based on an examination of the secondary literature as well as intensive archival research and indepth interviews…

Contends that the growth of secondary education for females in Germany brought conflict between the girls' school teachers and female teachers who were involved in the women's rights movement. Discusses the vocational educational goals of the earlier schools and the liberal arts-professional goals of the newer upper secondary schools. (CFR)