Transitioning from Single-Sex to Coeducational High School: A Study Exploring the Effects on Self-Concept Using the Self Description Questionnaire II.

Autor/in	Kysor, Daniel, F.
Titel	Transitioning from Single-Sex to Coeducational High School: A Study Exploring the Effects on Self-Concept Using the Self Description Questionnaire II.
Quelle	(1993), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Coeducation; High School Students; High Schools; Parochial Schools; Private Schools; Self Concept; Sex Differences; Single Sex Schools; Student Attitudes + Suchen Sie Ihr Suchwort? Koedukation; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Konfessionsschule; Private school; Privatschule; Selbstkonzept; Sex difference; Geschlechtsunterschied; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Schülerverhalten
Abstract	This study explored how transitioning from a single-sex to a coeducational high school affected the self-concept of students in a private, Catholic high school. The initial data gathered were from a single-sex, all female population. Thereafter, data reflect an influx of males as the school transitioned from a single-sex to a coeducational high school. Subjects were volunteer students in grades 9 through 12 who completed the Self Description Questionnaire each year from 1989 through 1992. The results indicated that males maintained significantly higher total self-concepts than did females while no significant differences were noted in total self-concept as students moved from a single-sex to a coeducational school. In terms of general self-concept, males again demonstrated significantly higher self-concepts than did females, while general self-concept improved significantly as all students progressed from freshmen to seniors. Positive self-concept in the mathematics area was significantly in favor of males in comparison to females, while underclass students demonstrated significantly higher mathematics self-concepts than did their senior counterparts. Males also scored significantly higher than females in self-concept of physical abilities. (NB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01