University Students from Single-Sex and Coeducational High Schools: Differences in Majors and Attitudes at a Catholic University

Autor/inn/en	Karpiak, Christie P.; Buchanan, James P.; Hosey, Megan; Smith, Allison
Titel	University Students from Single-Sex and Coeducational High Schools: Differences in Majors and Attitudes at a Catholic University
Quelle	In: Psychology of Women Quarterly, 31 (2007) 3, S.282-289 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-6843
DOI	10.1111/j.1471-6402.2007.00371.x
Schlagwörter	Majors (Students); High Schools; Gender Differences; Gender Issues; Secondary Education; Coeducation; Catholics; Single Sex Schools; College Students; Predictor Variables; Correlation; Student Attitudes; Sex Role; Sex Stereotypes; Social Attitudes + Suchen Sie Ihr Suchwort? High school; Oberschule; Geschlechterkonflikt; Geschlechterfrage; Sekundarbereich; Koedukation; Katholik; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Collegestudent; Prädiktor; Korrelation; Schülerverhalten; Geschlechterrolle; Social attidude; Soziale Einstellung
Abstract	We conducted an archival study at a coeducational Catholic university to test the proposition that single-sex secondary education predicts lasting differences in college majors. Men from single-sex schools were more likely to both declare and graduate in gender-neutral majors than those from coeducational schools. Women from single-sex schools were more likely to declare gender-neutral majors, but were not different from their coeducated peers at graduation. A second study was conducted with a sample of first-year students to examine the correspondence between egalitarian attitudes, single-sex secondary education, and major choice. Egalitarianism was higher in students in nontraditional majors, but did not correspond in expected ways with single-sex education. Men from single-sex schools were less likely to hold egalitarian attitudes about gender roles, whereas women from single-sex and coeducational high schools did not differ in egalitarianism. Taken together, our results raise questions about the potential of single-sex high schools to reduce gender-stratification in professions. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10