With the introduction of single-sex classroom settings in coeducational public schools, there is an ongoing debate as to whether single-sex education may reduce or reinforce traditional stereotypes and gender roles. In this article we present findings from a study that investigated the extent to which mathematics is perceived as a gendered domain…

We conducted an archival study at a coeducational Catholic university to test the proposition that single-sex secondary education predicts lasting differences in college majors. Men from single-sex schools were more likely to both declare and graduate in gender-neutral majors than those from coeducational schools. Women from single-sex schools…

Are girls less likely to be treated as second-class citizens if they are educated separately from boys? Compares the views of girls in a single-sex comprehensive with those of girls in a co-educational school.(Editor/RK)

A study of the sex role stereotypes held by 538 first-term Australian university students from single-sex and coeducational high schools is presented. Results suggest that coeducational schooling may have some advantages for fostering interactions with the opposite sex. (MSE)

Three women tell their reactions to being in a traditionally male technical program in Alberta, Canada. (HD)

Selected personality variables of college students who reside under different living arrangements were studied to determine the effect of student's type of housing, gender, and enrollment classification. A sample of students living in residential halls at Maryville College were administered the Attitude Toward Women Scale (ATWS), the Bem Sex Role…

A study examined the effects of single- and mixed-gender colleges on women's education, using data from the National Longitudinal Study of the High School Class of 1972. Results indicate women's colleges have a strong, positive influence on educational and occupational achievement, self-esteem, self-control, and views on gender equality.…

This paper explores how students from three different high schools (one all female, one all male changing to coeducation, and one previously all female, and now coeducational) experience school culture, how institutions, through their policies and practices, communicate normative behavior about gender, and how gender is communicated through…

Significant actions taken from June 1975 to June 1977 to integrate women into the U.S. Military Academy (USMA) and results of research on coeducation are summarized. Three time periods are discussed: pre-admission phase; cadet basic training, and the initial academic year. Data are presented on characteristics of entering cadets; resignation…

Reports on an analysis of gender-related references appearing in the "Music Supervisors' Journal" from 1914-24. Finds that both coeducational and single-sex musical organizations were discussed and that vocal and instrumental instruction for boys and girls was advocated. (CFR)

Coeducation at the U.S. Military Academy from June 1977 to April 1978 is analyzed. Summaries of individual research projects conducted to understand and evaluate specific aspects of coeducation are included. An open-systems model served as a conceptual guide for the study. The following areas were explored: individual adjustment, attitudes, social…

A report of The Brown Project, which concerns coeducation at colleges in the late 1970s, is presented. Section one contains five working papers on various aspects of the undergraduate experience, based on the work of the research team representing six institutions. Topics concern: academic and intellectual development and sex differences;…