Abstract
In many countries, coeducation schooling is predominant today, though single-sex schooling was once the norm in history. From the 1960s to 2010s, dozens of studies have been conducted to compare the relative effects of single-sex to coeducation schooling on students' academic- and career-related outcomes, as well as affective and social development. At its root, the controversy centers on the issue of gender equity in education. Despite its abundant literature, inconsistent findings were observed, and some findings were confounded by selection and school quality effects. Future studies can therefore investigate more carefully in which context single-sex schooling can be effective. Copyright © 2015 Elsevier Ltd. All rights reserved.
| Original language | English |
|---|---|
| Title of host publication | International encyclopedia of the social & behavioral sciences |
| Editors | James D. WRIGHT |
| Place of Publication | Amsterdam, Netherlands |
| Publisher | Elsevier |
| Pages | 926-931 |
| Volume | 3 |
| Edition | 2 |
| ISBN (Electronic) | 9780080970875 |
| ISBN (Print) | 9780080970868 |
| DOIs | |
| Publication status | Published - 2015 |
Citation
Cheung, S. K. (2015). Coeducation and single-sex schooling. In J. D. Wright (Ed.), International encyclopedia of the social & behavioral sciences (2 ed., Vol. 3, pp. 926-931). Amsterdam, Netherlands: Elsevier.Keywords
- Academic achievement
- Affective and social development
- Body image
- Career aspiration
- Education aspiration
- Feminism
- Gender identity
- Interpersonal relations
- School quality effects
- Selection effects
- Self-esteem
- Sex segregation
- Sex stereotypes
- Sexism
- Subject choice
