AN INVESTIGATION OF THE IMPACT OF SINGLE-SEX CLASSROOMS ON SELF-ESTEEM IN MIDDLE SCHOOL GIRLS
1 online resource (147 pages) : PDF
University of North Carolina at Charlotte
Overall, research on the effectiveness of single-gender education is inconclusive. However, research does indicate that some benefits beyond academic achievement may be possible. This is particularly true for middle-school girls, who often struggle with social interactions related to adolescence, including self-esteem and anxiety stemming from the pressures of social conformity. When considering this problem from the theoretical perspective of egalitarian-liberal feminism, single-gender education emerges as possible solution to these problems. This study investigated the potential benefits of participation in a single-gender classroom on 6th grade females over a three year period. A total of 109 participants were involved. Girls in single-gender classrooms were compared to those in mixed-gender classrooms on variables of self-esteem, academic attitudes, and student satisfaction. Interviews and open-ended participant responses provided feedback on the participants' experiences. Statistical significance was observed on student satisfaction and qualitative data produced themes indicating a high degree of participant satisfaction with the single-gender program. Results clearly showed that the single-gender participants viewed their experiences positively overall, and that participation in single-gender programs can produce higher levels of student satisfaction (as it was defined in this study).
Wang, ChungLock, CoreyStedman, Allison
Thesis (D.Ed.)--University of North Carolina at Charlotte, 2014.
This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). For additional information, see http://rightsstatements.org/page/InC/1.0/.
Copyright is held by the author unless otherwise indicated.