Are Coeducational Classes Truly Coeducational?

Autor/inn/en	Martin, Carol Lynn; Xiao, Sonya Xinyue; Fabes, Richard A.; Hanish, Laura D.; DeLay, Dawn; Oswalt, Krista
Titel	Are Coeducational Classes Truly Coeducational?
Quelle	(2022), (32 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Coeducation; Elementary Schools; Elementary School Students; Grade 3; Grade 4; Grade 5; Student Attitudes; Interaction; Gender Differences; Peer Relationship; Educational Environment; Public Schools; Incidence + Suchen Sie Ihr Suchwort? Koedukation; Elementary school; Grundschule; Volksschule; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Schülerverhalten; Interaktion; Geschlechterkonflikt; Peer-Beziehungen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Public school; Öffentliche Schule; Vorkommen
Abstract	Boys and girls sit together in most classrooms, but do they interact? Based on forty-year-old evidence, coeducational classes may not be coeducational but instead be segregated by gender, which may undermine student success. Our goal is to answer this question in today's classrooms. We used longitudinal data to assess gender segregation in 26 classes in three U.S. coeducational elementary schools over an academic year. Third- to fifth-grade students (n = 515) from diverse backgrounds were asked how often they work with (frequency) and how well they work together (quality) with each classmate. Analyses illustrated a strikingly consistent pattern: For every grade, gender, and classroom, and across both fall and spring, students reported that they interacted more frequently with and had higher quality interactions with same- than with other-gender classmates. [The paper will be published in "Elementary School Journal."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01