Gender-Segregated Schooling: A Problem Disguised as a Solution

Autor/inn/en	Fabes, Richard A.; Martin, Carol Lynn; Hanish, Laura D.; Galligan, Kathrine; Pahlke, Erin
Titel	Gender-Segregated Schooling: A Problem Disguised as a Solution
Quelle	In: Educational Policy, 29 (2015) 3, S.431-447 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/0895904813492382
Schlagwörter	Single Sex Schools; Coeducation; Educational Policy; Sex Stereotypes; Peer Influence; Outcomes of Education + Suchen Sie Ihr Suchwort? Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Koedukation; Politics of education; Bildungspolitik; Lernleistung; Schulerfolg
Abstract	Gender-segregated (GS) schooling has become popular in the United States despite the fact that every major review has concluded that GS schooling is not superior to coeducational schooling. Moreover, concern has been raised that GS schooling leads to negative effects, including increased gender stereotyping. We argue that these negative effects result from peer influences in gender-segregated peer contexts--including GS schooling. We also contend that educational policy makers need to understand these peer effects so that better decisions can be made about how children are grouped in classrooms and to create coeducational programs that promote tolerance and acceptance between girls and boys. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01