This study compares the effects of single-sex and coeducational secondary schooling. Results indicate that single-sex schools deliver specific advantages to their students, especially female students. Single-sex schools may facilitate adolescent academic development by providing an environment where social and academic concerns are separated.…

Quality education for women on an equal basis to that of men had its initial inception in the American West. When Oberlin College admitted women to full status in 1833, the movement had begun. Coeducation and why it was a Western phenomenon is discussed. (MLW)

Anti-social behavior is reported to be a growing problem in school systems of different countries. A comparison was made about anti-social adolescent behaviors between students who attend single-sex schools and coeducational schools in Jamaica. Students (N=112) were interviewed to determine the most prevalent school discipline problems. A sample…

The secondary technical schools of the United States, because of their heterogeneity, present peculiar difficulties to an investigation along the lines laid down by the International Commission. While such schools have existed for many years, it is particularly within the last decade that a great increase in their numbers has taken place, for it…

Since sex differences tend to disappear under identical systems of training with individual differences being more powerful than sex differences, whatever differences between the sexes in achievement and aptitude there may be do not warrant separating the sexes for instructional purposes. (JM)

While many problems still face women in the academic world, more equal status and opportunities are in sight. (Editor)

The following are discussed with reference to title IX of the Education Amendments of 1972, which prohibit sex discrimination in federally-supported educational programs: What is title IX? The letter of the law--can the school limit home economics to girls? Is a school in noncompliance if over 75 percent of the students in a home economics class…

Traces the history of education for girls in Lebanon and that of the school which is now known as the American University of Beirut, Lebanon. Focuses on the development of engineering education as well as the strategies used by the school during the civil war. (DDR)

The female perspective is vital to scientific inquiry and science education. Three National Coalition of Girls' Schools symposia demonstrate educators' need to connect math, science, and technology to the real world; choose metaphors carefully; foster collaboration; encourage girls to be experts and technology controllers; and capitalize on girls'…

Teachers (N=246) and students (N=1186) in government secondary schools in Barbados rated coeducation as most advantageous in its ability to prepare students for future occupational and interpersonal roles but to impact negatively on students' school conduct. Male students had more positive views on coeducation than did females. (Author/MLW)

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…

Examined the relationship between career success and the baccalaureate degree origin of women. Analysis of 126 successful women confirm that women's college graduates were more likely to be successful than graduates of coeducational institutions. Results also identify graduate education as a possible intervening variable in the relationship. (GR)

Examines the personal and social bias of adolescents' behavioral intentions in educational contexts by gender, content domain, and social context. States that the study focused on 930 adolescent boys and girls, aged 11-16 years, in co-educational and single-sex schools. Discusses the results in detail and includes references. (CMK)

Examines how male and female students perceive their gender identity in 25 mixed and 43 single-sex secondary schools in Belgium. Finds that girls in coeducational schools more than girls in single-sex schools identified with both feminine and masculine traits, while their classroom behavior was more inhibited. (CMK)

This article provides options and a rationale for expanding gender-grouping considerations to include single-gender, coed, and combination strategies for instruction in secondary physical education classes. This rationale is based on empirical evidence that suggests that female students are denied equal opportunity to achieve learning goals during…