Academic Self-Concept, Gender and Single-Sex Schooling

Autor/in	Sullivan, Alice
Titel	Academic Self-Concept, Gender and Single-Sex Schooling
Quelle	In: British Educational Research Journal, 35 (2009) 2, S.259-288 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
Schlagwörter	Single Sex Schools; Student Attitudes; Academic Achievement; Gender Differences; Child Development; Academic Ability; Self Concept; Mathematics; Sciences; English; Selective Admission; Longitudinal Studies; Secondary Education; Sex Stereotypes + Suchen Sie Ihr Suchwort? Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Schülerverhalten; Schulleistung; Geschlechterkonflikt; Kindesentwicklung; Selbstkonzept; Mathematik; Science; Wissenschaft; English language; Englisch; Bildungsselektion; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Sekundarbereich
Abstract	This article assesses gender differences in academic self-concept for a cohort of children born in 1958 (the National Child Development Study). It addresses the question of whether attending single-sex or co-educational schools affected students' perceptions of their own academic abilities (academic self-concept). Academic self-concept was found to be highly gendered, even controlling for prior test scores. Boys had higher self-concepts in mathematics and science, and girls in English. Single-sex schooling reduced the gender gap in self-concept, while selective schooling was linked to lower academic self-concept overall. (Contains 8 tables and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10