Mixed but Not Scrambled: Gender Gaps in Coed Schools with Single-Sex Classrooms

Autor/in	Paredes, Valentina
Titel	Mixed but Not Scrambled: Gender Gaps in Coed Schools with Single-Sex Classrooms
Quelle	In: Journal of Research on Educational Effectiveness, 15 (2022) 2, S.330-366 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2021.1966860
Schlagwörter	Single Sex Classes; Gender Differences; Mathematics Achievement; Coeducation; Comparative Analysis; Achievement Gap; Teacher Student Relationship; Educational Change; Mathematics Tests; Foreign Countries; Grade 10; Secondary School Students; Catholic Schools; Urban Schools; Educational Vouchers; Private Schools; Educational Practices; Outcomes of Education; Chile + Suchen Sie Ihr Suchwort? Single-sex classes; Single-sex schools; Single sex schools; Getrenntgeschlechtliche Erziehung; Schule; Geschlechterkonflikt; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Koedukation; Teacher student relationships; Lehrer-Schüler-Beziehung; Bildungsreform; Ausland; Sekundarschüler; Katholische Schule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Educational voucher; Bildungsgutschein; Private school; Privatschule; Bildungspraxis; Lernleistung; Schulerfolg
Abstract	In this paper we study the effect on the math gender gap from attending a coeducational school with single-sex classrooms versus attending a school with coeducational classrooms. That is, we compare the performance of girls versus boys within schools with single-sex classrooms compared to the performance of girls versus boys within schools with coeducational classrooms, using a difference-in-difference approach with school fixed effects. In line with the results of the previous literature that has found positive effects for female students, we find that coeducational schools with single-sex classrooms reduce the math gender gap by more than half. The effect is consistent with an increase in the math achievement of female students with no decrease in the achievement of male students. Finally, this effect is not driven by teacher characteristics or student-teacher gender matching, but it seems to be driven by how female students respond to the gender composition of the classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01