Women are taught from a very early age that their major role to be played in society is that of wife and mother. This lesson appears to be reinforced throughout a girl's life, especially if she is educated in coeducational institutions. In such sexually mixed institutions, girls are not only in competition for men, but they are in competition with…

The paradox of G. Stanley Hall seems to be his stance against coeducation simultaneous with his role as an educator of women. His theories must be considered in the context of the prevailing attitudes of the early 20th century toward the issue of sex differences. Hall was consistent in translating his theories into practice. (Author/VM)

While American educators are making a self-conscious effort to minimize sex differences in school programs, sex-role differentiation is thriving in many foreign schools. Article examined the issues behind the education of girls and women in countries where sexual equality has not yet become official policy. (Author/RK)

The diary of Lydia Short indicates that college study at Butler University provided somewhat more positive experiences for women than scholars such as Jill Conway, Ronald W. Hogeland, and LeeAnna Lawrence found in other coeducational institutions where women still occupied their prescribed roles. The second woman to graduate from Butler University…

Consists of six articles on the theme of training for women. Topics include (1) dissemination techniques being used, (2) designing training programs, (3) management training, (4) raising awareness, (5) single-sex versus mixed-sex training, and (6) training for male and female coworkers. (CH)

Interpersonal values of over 800 intellectually gifted adolescent females were studied for differences (1) between co-educational and all-girl settings, (2) between themselves and gifted adolescent boys, (3) between younger and older girls in all-girl settings, and (4) between themselves and national norms of adolescent girls. Six values were…

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)

Negative reaction to the theories forwarded in Dr. Edward H. Clarke's 1873 treatise against coeducation, "Sex in Education or A Fair Chance for the Girls," has been largely neglected. The book appeared at a time when conspicuous numbers of women were extending their activities by campaigning for suffrage; working in factories, schools,…

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)

This pamphlet examines the misconception that one's gender is a significant predictor of abilities and interests. Knowing whether an individual is female or male tells a great deal biologically but very little otherwise. Gender is not a good predictor of academic skills, interests or emotional characteristics. Sections of the pamphlet include: (1)…

Twelve essays by contemporary scholars explore, from a historical perspective, the meaning of collegiate coeducation in the United States, including its value, utility, significance, and successes and failures in supplying equal education for both sexes. An introductory first section contains the essay "Coeducation in a Gender-Stratified…

Much research identifies a gender gap in mathematics and some research points to single-gender mathematics classrooms as a solution to the mathematics gender divide. A 7-week study was conducted in which 5th grade students (N=50) were organized into two mathematics classes. The goal was to examine whether single-gender mathematics classes had an…

Investigates the relationship between mathematical achievement and the ratio of boys to girls in a sample of third-grade Norwegian elementary school students. States that belonging to classes with a numerical majority of boys or girls did not affect the achievement of either gender. Opposes the single-sexing of mathematics teaching. (27 citations)…

This paper examines the role of the schooling process in creating or exacerbating sex differences in educational attainment. Three dimensions are examined: teacher and textbook modeling of sex-appropriate behavior; students' exposure to specific curricular contents; and the academic support provided to students. Available documentation, mainly…

A case study of Cornell University in its formative years (1868-1900) is presented to suggest the value of the historical approach in understanding the problem of sex-role channeling in the coeducational environment. The case of Cornell illustrates how nineteenth century concepts of femininity and masculinity were fundamental to evolution of both…