Legislation Against Sex Discrimination: Implications for Research.

Autor/in	Lockheed, Marlaine E.
Titel	Legislation Against Sex Discrimination: Implications for Research.
Quelle	(1976), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Coeducation; Cognitive Objectives; Competition; Computer Assisted Instruction; Educational Benefits; Educational Legislation; Elementary Secondary Education; Equal Education; Expectation; Humanistic Education; Literature Reviews; Mathematics; Nondiscriminatory Education; Reading Achievement; Research Needs; Sex Differences; Sex Discrimination; Sex Role; Sex Stereotypes; Single Sex Schools + Suchen Sie Ihr Suchwort? Schulleistung; Koedukation; Kognitives Lernziel; Wettkampf; Computer based training; Computerunterstützter Unterricht; Bildungsertrag; Bildungsrecht; Schulgesetz; Expectancy; Erwartung; Humanistische Bildung; Mathematik; Leseleistung; Forschungsbedarf; Sex difference; Geschlechtsunterschied; Sex; Discrimination; Geschlecht; Diskriminierung; Geschlechterrolle; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule
Abstract	Title IX of the Education Amendments of 1972 prescribes educational equity under coeducation (or sex desegregation). Equity of educational benefits is to include the entire range of educational outcomes: cognitive, affective, and behavioral. However, coeducational classrooms may not provide this equity. Research pertaining to the relative merits of single-sex education versus coeducation is reviewed. Evidence from the International Evaluation of Educational Achievement and several smaller studies indicates that coeducation negatively affects boys in the early grades and negatively affects girls in the intermediate and secondary grades. The demand characteristics of a task, its reward contingencies or motivational context, and its stereotyped nature all impact upon the equality of treatment of students. Computer assisted instruction is presented as an example of a task which has specific demand characteristics, and tends to impact more favorably on males. Both males and females tend to adjust their performance to match specified reward contingencies; and sex stereotyping of certain educational disciplines has negative effects on the achievement of both sexes. Since Title IX specifies coeducation, educators must seek methods within this framework to achieve equity of educational benefits for both sexes. (BW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC