Gender Organization of Schooling and Television Viewing among Early Adolescents: A Test of Two Alternative Hypotheses

Autor/in	Brutsaert, Herman
Titel	Gender Organization of Schooling and Television Viewing among Early Adolescents: A Test of Two Alternative Hypotheses
Quelle	In: Educational Studies, 30 (2004) 4, S.471-483 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
Schlagwörter	Foreign Countries; Subcultures; Gender Differences; Television Viewing; Adolescents; Coeducation; Single Sex Schools; Comparative Analysis; Teaching Methods; Secondary School Students + Suchen Sie Ihr Suchwort? Ausland; Subculture; Subkultur; Geschlechterkonflikt; Fernsehkonsum; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Koedukation; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Teaching method; Lehrmethode; Unterrichtsmethode; Sekundarschüler
Abstract	In this analysis, single-sex and mixed schools are compared in terms of pupils' television viewing habits, the latter factor being considered as an indicator of a pupil's sense of educational responsibilities. It was hypothesized that the presumably lower levels of television watching among girls attending single-sex schools could be explained by school climate factors pertaining to adolescent subculture values and/or to the pedagogic approaches of a predominantly female staff. Use was made of data from 68 academic-type secondary schools in Flanders (Belgium). Of these schools, 25 were mixed and 43 were single-sex (21 girls', and 22 boys' schools). Respondents were third-year pupils: 3370 girls and 3057 boys, aged 14 and 15 years. A multilevel analysis (HLM) was performed controlling for parental socio-economic status, curriculum enrolment, school residency and school mean SES. The results mainly indicate that the differential effect of single-sex and coeducational schools on girls' TV watching habits may be partially accounted for by factors associated with pedagogic approaches by the predominantly female staff in girls' schools, but not at all by norms related to the adolescent subculture. (Author).
Anmerkungen	Customer Services for Taylor & Francis Group Journals, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll Free); Fax: 215-625-8914.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10