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1.
Carolyn Jackson Corresponding author Moray Bisset 《Cambridge Journal of Education》2005,35(2):195-211
This paper explores factors influencing parents' choices of single‐sex or co‐educational schools in the independent sector. In doing so, it explores two relatively under‐researched aspects of school choice by focusing upon gender and upon the middle classes. The paper draws upon research conducted in three independent schools—a boys' school, a girls' school and a co‐educational school. Data were generated via questionnaires (225 responses) and semi‐structured interviews (15 sets of parents). The findings suggest that the reputation and exam results of schools are key features guiding parents' school choices. However, whether a school is single‐sex or co‐educational is an important factor for many parents. Furthermore, the long‐held view that single‐sex education has advantages (especially academic) for girls, whilst co‐education has advantages (especially social) for boys, still prevails. 相似文献
2.
Josephine May 《Sex education》2013,13(1):1-15
There are few historical studies about the sex education of Australian youth. Drawing on a range of sources, including the oral histories of 40 women and men who attended two single‐sex, selective high schools in a provincial Australian city (Newcastle, New South Wales) in the 1930s–1950s, this paper explores the adolescent experience of sex education and gender relations. First, it outlines attempts by the New South Wales State Government and the Newcastle community to introduce sex education, especially during the moral panic about sexuality generated during World War Two. Second, it charts the experiential realm of growing up for adolescent females and males. Hegemonic gender ideology meant that sexual knowledge was mostly kept secret from adolescent girls, and that frightening lies about sexual matters proliferated in the vacuum created by sexual ignorance. For adolescent males, sexual knowledge, while still shrouded in myth and mystery, was more readily available. Indeed sex education classes were introduced at the boys' school in the 1950s, while the girls' school remained silent on the matter for the entire time. At the theoretical level, the paper suggests that the dominant ideology of femininity included sexual ignorance and was allied to the ideology of childhood innocence. Both ideologies were artefacts of patriarchal power. 相似文献
3.
This paper examines single‐ and mixed‐sex elementary schooling in its effects upon the well‐being of girls and boys. Well‐being is defined in terms of adaptation to school life as reflected by affective characteristics such as self‐esteem, sense of mastery, stress, fear of failure, sense of belonging in school, study‐ and school commitment. Use was made of data concerning 2095 sixth‐grade pupils‐‐1130 boys and 965 girls‐‐in 60 private elementary schools. The results indicate that it is not the gender composition of the pupil population in se that exerts an influence but the gender composition of the teaching staff. Particularly, it is found that primary school boys are negatively affected by a school environment characterised by a preponderance of female teachers. Girls do not seem to be affected by the gender organisation of the school. 相似文献
4.
JOYCE GOODMAN 《Journal of educational administration and history》2004,36(2):159-169
Comprehensive re‐organisation largely swept away single‐sex secondary education in the state maintained sector in England and Wales. Literature suggests this occurred with little discussion. Single‐sex versus mixed education was debated as part of Wiltshire education committee's re‐organisation of the Trowbridge and Salisbury girls' high schools as mixed comprehensive schools. At Trowbridge, the headmistress raised questions that led the local authority to poll parents' views on single‐sex versus mixed education. In Salisbury, two families appealed to the European Commission on Human Rights on the grounds that they had been denied freedom of choice to send their children to the city's single‐sex grammar schools. In both cases, power relations of policy‐making located debate about single‐sex education secondary to other considerations and worked to erase the issue from the historical record. At Trowbridge, this was to the detriment of single‐sex education, whereas at Salisbury it supported the retention of single‐sex education. 相似文献
5.
This study examined the developmental course and adjustment correlates of time with peers from age 8 to 18. On seven occasions over 8 years, the two eldest siblings from 201 European American, working‐ and middle‐class families provided questionnaire and/or phone diary data. Multilevel models revealed that girls' time with mixed‐/opposite‐sex peers increased beginning in middle childhood, but boys' time increased beginning in early adolescence. For both girls and boys, time with same‐sex peers peaked in middle adolescence. At the within‐person level, unsupervised time with mixed‐/opposite‐sex peers longitudinally predicted problem behaviors and depressive symptoms, and supervised time with mixed‐/opposite‐sex peers longitudinally predicted better school performance. Findings highlight the importance of social context in understanding peer involvement and its implications for youth development. 相似文献
6.
Jane McDermid 《History of education》2013,42(5):605-620
Catholics remained outside the Scottish educational system until 1918. The Church preferred mixed‐sex infant schools and either single‐sex schools or separate departments. In small towns and rural areas the schools were mixed‐sex. Women were considered naturally best suited to teach infants and girls, but even in boys' schools, female assistants were increasingly employed in the later Victorian period. Female religious orders were crucial for developing Catholic education in larger urban centres, but by 1918 only 4% of Scotland's Catholic schoolteachers were members of religious orders. Lay women quickly became numerically predominant in elementary education and were key to implementing the Church's strategy to enhance the respectability of a largely immigrant community through separate schools. It is the contention here that the part played by lay women in Catholic schooling needs to be considered to reflect more widely on the place of women in Scottish education. 相似文献
7.
Rankings of school subject preferences were obtained from 321 male and 327 female pupils aged 11‐12 years, and 245 male and 240 female pupils aged 15‐16 years, from both single sex and co‐educational secondary schools. Overall rank orders showed an effect of school type for younger pupils only, in which evidence for less gender stereotyping of school subjects in single sex schools was found. The rankings of the older pupils, while not affected by school type, did show a clear effect of gender, with higher rankings being given to mathematics, science and physical education by boys and to art by girls. 相似文献
8.
Keri Logan 《Educational studies》2007,33(2):233-248
It has been well established in the literature that girls are turning their backs on computing courses at all levels of the education system. One reason given for this is that the computer learning environment is not conducive to girls, and it is often suggested that they would benefit from learning computing in a single‐sex environment. The purpose of this study was to identify whether there were differences in perception between boys and girls and the type of school they attended. The College and university classroom environment inventory (CUCEI) was used as an instrument to measure the computing learning environment of 265 Year 12 and 13 secondary schools students in Wellington, New Zealand. The results showed that there were statistically significant differences in perceptions between sex, and between different types of school, and it is suggested that there may be a place for single‐sex computing classrooms in mixed‐sex schools. 相似文献
9.
Susanne Gannon 《Sex education》2013,13(1):81-99
Feminist poststructuralist approaches to research can authorize different ways of working with different types of texts in search of insight into the discursive constitution of subjects. In this paper I undertake a close reading of women's memories about early sexual experiences generated in a small collective biography workshop. The collective poetic text that emerges from the workshop is analysed in terms of recent feminist sociological research on girls' experiences of (hetero)sex and in terms of Foucault's work on power. Analysis reveals the discursive complexity and deep (and often dangerous) contradictions through which girls negotiate their shifting subjectivities as they become sexual. My readings of this text imply that school sex education programs might attend more closely to the ambiguities of agency and desire experienced by adolescent subjects of the curriculum. Finally, I suggest that reflexive readings of our own (sexed) subjectivities can be productive professional development strategies for teachers of sex education. 相似文献
10.
Gill Pyatt 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):171-177
This article describes a project based on Year 7 pupils (aged 11-12 years) in a UK inner-city girls' school classified as 'in challenging circumstances'. The girls were cross-mentored by Year 12 (aged 16-17 years) girls from another local girls' school. The city has a diverse multi-cultural population where single gender education is an active preference for many parents. This parental dimension influenced cooperation between the two schools. The conceptual theme for the mentoring project was that the older pupils provided a supportive framework for their younger peers. This was a conscious shift from the traditional notion of 'prefects control younger pupils'. Prior to operating the scheme, a training programme was devised by the city's Secondary Behaviour Support Team. The progress of this training course and the application of the techniques through the mentoring sessions are described. 相似文献
11.
《Paedagogica Historica: International Journal of the History of Education》2012,48(1-2):107-121
This article develops a comparative analysis of lay boarding schools for girls in France and England in the first part of the nineteenth century, demonstrating that the character of school life in the two countries differed markedly. Contemporary observers such as Matthew Arnold, Henry Montucci and Jacques Demogeot visited boys' schools on either side of the Channel and contrasted the “barrack‐life” of lycées in France with the more domestic arrangements of English public schools, but they did not visit the private boarding schools for girls that were multiplying in both England and France in the first half of the nineteenth century. Evidence collected from inspection records, school memoirs and pedagogical treatises, however, reveals differences between female establishments on either side of the Channel that echoed, but were not identical to, the contrasts between English and French boys' schools. Different ideas on the nature and role of women interacted with the separate educational traditions of the two countries to construct two distinct institutional models of female schooling which could be termed “domestic” for England, and “conventual” for France. The article compares female institutions in the two countries to uncover some of the key features of these distinct models of schooling. In highlighting the way ideas about gender shaped school communities, it points to differences in the prevailing conception of femininity on either side of the Channel. English girls' schools tended to be small in size and self‐consciously familial and homely in atmosphere and organization. Many schoolmistresses deliberately limited the number of pupils they would accept in order to preserve the intimate and domestic character of their establishments. This reflects the influence of a conception of femininity emphasizing women's maternal nature and domestic role, and women teachers' need to conform to this ideal in order to preserve their middle‐class status. French schools, by contrast, were more often large, hierarchically organized establishments. Unlike their English counterparts, they tended to be housed in buildings specially adapted as schools. The institutional character of French schools owed much to the educational patterns of convent schooling and to the powerful position occupied by women in religious orders. The differences between these two conceptions of the school affected the conditions of school life and relations between pupils and teachers in concrete ways. In England, schoolmistresses tended to cultivate warm relationships with their pupils, and often characterized their role in maternal terms. Naturally, in practice not all relationships between teachers and their charges were as harmonious as the language of motherhood might suggest, yet at a time when spinsters might be labelled “redundant” or “unnatural”, drawing on a maternal metaphor was one of the ways in which schoolmistresses, who were for the most part unmarried and childless, could reconcile their situation with prevailing ideals of femininity. At the same time, motherhood was the only socially legitimate position through which a woman could exercise authority. In keeping with the familial atmosphere, warm relations between pupils were also encouraged in English girls' schools, and girls often enjoyed considerable liberty in the collective “room of one's own” that school could offer. In France, schoolmistresses tended to maintain more distant relations with their pupils, drawing on the precedents established by women in religious orders to develop authoritative public personae. At the same time, pupils were strictly supervised and attempts were made to limit the intimacy of friendships between schoolgirls. Schoolgirl memoirs are peppered with references to “the school walls” that heightened pupils' sense of enclosure and contained them within a rigid system of discipline and order. In practice, girls at school were often able to establish warm friendships with their peers and to circumvent the rules, yet such intimacies and rebellions went against the grain. The school regulations preserved in the archives evoke strictly ordered days and continual supervision of pupils; they reveal a preoccupation with order and discipline and the same suspicion of female autonomy that Bonnie Smith and Gabrielle Houbre have identified in the work of Catholic educators whose central concern was the preservation of a feminine innocence. The interaction of differing ideas about the nature and role of women with distinct inherited educational traditions and with contrasting ideas about the state's role in education resulted in the construction of two distinct models of female schooling in England and France. The effect was that if, in both countries, the stated aim of the education provided by girls' boarding schools was to educate girls for motherhood, behind the school walls the character of daily life in English and French establishments differed in significant ways. Comparing the structure of schools and experience of schoolmistresses and their pupils in these different institutions highlights the ways in which ideas about gender helped shape the school community and uncovers the roots of the contrasting evolution of female education on either side of the Channel. 相似文献
12.
The aim of the present study was to further examine the impact over time of single‐sex and coeducational school environments on girls’ motivation in language arts and mathematics. Two cohorts comprising 340 girls (7th to 9th grade; 9th to 11th grade) from eight coeducational and two single‐sex schools were followed during a period of three academic years in a longitudinal research scheme. Data were collected with a self‐reported questionnaire including several scales: parental and teachers’ support, competence beliefs, utility‐value and achievement goals. In general, mixed‐design repeated measures analyses of variance indicated no effect of the environment or of the interaction between environment and time of measurement. Significant time effects on several variables indicated a general decline of achievement motivation over time. Consequently, the multiplication of non‐mixed high schools, as proposed by some, would constitute an expensive and inefficient social policy, as far as girls’ motivation is concerned. 相似文献
13.
John F. Bell 《Educational studies》1989,15(2):193-203
A naive analysis of the science performance of pupils attending single‐sex and mixed schools shows that, on average, pupils attending the former achieved higher scores. However, since many of the pupils in single‐sex schools attend either independent or grammar schools, the performance difference may have little to do with the attendance at single‐sex schools but more to do with the preselection by ability of pupils in these schools. When comprehensives only are considered, there are no statistically significant differences in the mean performance on the APU tests between single‐sex and mixed schools for either boys or girls. Also there is no evidence that there was a large increase in the take‐up of science subjects for girls attending single‐sex schools. The paper describes why it is not sensible to attribute differences directly to the separation of pupils in schools by sex. 相似文献
14.
Ulla Johansson 《International Journal of Inclusive Education》2013,17(2-3):265-280
In 1927 the Swedish grammar school opened up for girls. Thereby girls got access to higher education on the same conditions as boys, at least formally. Thus, many towns' boys and girls were seated in the same classroom. In the large cities, however, sex segregation remained, as separate grammar schools for girls were established and some boys' grammar schools were still reserved for boys. The main aim of this paper is to compare the process of gender construction in these different school forms during the period 1927–1960. The questions put are: Were the discourses and the discursive practices of these schools part of the politics of equality or the politics of difference with regard to gender? Which representations of gender and gendered patterns of communication and domination did they produce? The main data consists of interviews with 30 ex-students of coeducational schools and female and male single-sex schools. The conclusion is that the pedagogy in all school forms was inscribed within the meritocratic discourse of equality, which was also important in shaping the students' subjectives. Both girls and boys had to prove themselves worthy of the privilege of attending the grammar school, and in this respect girls as a group were more successful than boys. To begin with the politics of equality also operated in the norms for how girls should dress and look, but later on a discrete make-up was allowed. The politics of difference was manifest in the swot syndrome, the techniques for punishments and rewards, and also, at least partly, in physical education. It was also manifest in the traditional representations of masculinity and femininity, like the male breadwinner and the housewife, prevalent in boys' grammar schools. Girls in female single sex schools, on the other hand, were firmly determined to make a career of their own. 相似文献
15.
Candace B. Heyward 《Gender and education》1995,7(2):189-204
Many studies over the past decade have examined the adverse ways in which gender differences inculcated by educational institutions have shaped girls' lives. This article begins by identifying the negative effects that traditional gender norms still have on even privileged young women who study in single-sex environments designed to foster their education and personal development. It goes on to examine the transformation over 15 years of the gender values at a Canadian independent school for girls and their effect on the students and the school structures. The article concludes that despite the progress in breaking down destructive gender divisions made by individual girls' schools, the gender-stereotyped realities of the outside world continue to influence the school environment and the students' thinking. Single-sex schooling for girls, therefore, becomes an even more important antidote to our society's tradition of gender bias. 相似文献
16.
Shannon Gilmartin Nida Denson Erika Li Alyssa Bryant Pamela Aschbacher 《科学教学研究杂志》2007,44(7):980-1009
To examine how school characteristics are tied to science and engineering views and aspirations of students who are underrepresented in science and engineering fields, this mixed‐methods study explores relationships between aspects of students' science identities, and the representation of women among high school science teachers. Quantitative analyses tested the hypothesis that percent female faculty would have a positive effect on girls' science interests, and perceptions in particular, given the potentially greater availability of women role models. Findings indicate that percent female science faculty does not have an effect on a range of science measures for both male and female students, including the ways in which they understand scientific practice, their science self‐concept, and their interest in science‐related college majors. As qualitative data demonstrate, this could reflect practical constraints at schools where female faculty are concentrated and narrow perceptions of science teachers and “real” science. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 980–1009, 2007 相似文献
17.
Kerry H. Robinson 《Gender and education》1992,4(3):273-288
Class‐room discipline, an issue of ‘power’ and ‘control’ for many teachers and students, is investigated in relation to teachers' attitudes towards stereotyped models of masculinity and femininity. Two important issues are considered; firstly, that what is generally regarded as appropriate gender behaviour by teachers plays a major role in determining their approaches and responses to the behaviour of boys and girls in the classroom. This paper focuses on the experiences of girls and teachers' traditional perceptions of femininity and it is believed that the stereotyped, often middle‐class assumptions made by many teachers, which make up an overall view of how girls ‘should’ behave, have serious effects on girls' motivation, self‐esteem, reputations, their ability to fulfil their educational potentials and their futures. It will also seriously affect their class‐room behaviour. Secondly, stereotyped beliefs around women, men and power in our society, can influence the discipline measures of teachers, particularly male teachers, so that ‘controlling’ students in the class‐room becomes paramount, at any cost. The predominantly authoritarian regimes that were incorporated in the structure of the schools that were part of this research, were perpetuated through the ideology of ‘hegemonic masculinity’ that dominates within most levels of the schooling system. 相似文献
18.
Gender context of the school and study culture,or how the presence of girls affects the achievement of boys 总被引：2，自引：0，他引：2
Mieke Van Houtte 《Educational studies》2004,30(4):409-423
This paper builds on my previous research, explaining the differential achievement of boys and girls in secondary education by the fact that boys' culture is less study orientated than girls' culture. The central question of the present paper is whether the presence of girls at school affects the boys' study culture and, by consequence, boys' achievement. The research is based on data of 877 boys and 714 girls, attending the fifth year of a sample of 15 general secondary schools. It is shown that the gender context of the school does not affect the boys' study culture, but the presence of girls positively influences the general pupils' study culture. By means of multilevel analyses (HLM), it is demonstrated that the larger the proportion of girls at school, the higher the boys achieve, and this finding can be ascribed to the general pupils' study culture. 相似文献
19.
An attitude to science scale for third year pupils in mixed and single‐sex schools has been developed and given to 2300 children in the South‐West of England. This test has five components, namely attitudes to science, physics, chemistry, biology and school. The results are analysed and used to support an argument for single‐sexing some school subjects in mixed schools, thus helping to include some of the better features of single‐sex schools in a mixed‐school environment. 相似文献
20.
Global education in perspective: fostering a global dimension in an English secondary school 总被引：1，自引：0，他引：1
Harriet Marshall 《Cambridge Journal of Education》2007,37(3):355-374
This article considers the issue of global education in schools by focusing upon the case of one particular English secondary school and exploring the pedagogic and curricular perspectives of its staff and students. It recognizes the strong normative and holistic dimension to global education and the challenges it faces in, and presents to schools. The sometimes mixed pedagogic and curricular messages of global education are characteristic of other adjectival and interdisciplinary educational forms working within the framework of the National Curriculum (11–16). Whilst raising more questions than it answers, this article goes some way to articulate the debates, tensions and dilemmas being discussed in the field of global education—a field including teachers, schools, non‐Governmental organizations and Governmental officials working to promote a global dimension in schools. 相似文献