Skip to main content
SpringerLink
Log in

Student Characteristics Associated with Girls’ Success in a Single-sex School

  • Original Article
  • Published:
Sex Roles Aims and scope Submit manuscript

Abstract

Given the mixed results of previous studies on the benefits of single-sex schooling, scholars have called for research on differences in the effects of single-sex schooling based on student and school characteristics. We sought to examine the associations of a range of student characteristics with attitudes and achievement among students attending an all-girls public middle school in the southwestern United States. Predictor variables included demographic factors (i.e., race, family income), prior academic achievement, gender stereotyping, and gender identity (i.e., gender typicality, peer preferences). Prior academic achievement predicted later achievement and persistence in the single-sex school. School-related stereotyping was associated with success in and connection to the single-sex school; school connection was also a significant moderator of the relation between stereotyping and academic performance. Gender-typed peer preferences were associated with school connection and persistence. Overall, results indicate that student characteristics, as well as issues of “fit” with the specific school, are associated with students’ connection to and success in single-sex educational environments.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

Similar content being viewed by others

References

  • Aiken, L. S., & West, S. G. (1991). Multiple regression: Testing and interpreting interactions. Newbury Park: Sage.

    Google Scholar 

  • American Association of University Women. (1998). Separated by Sex: A Critical Look at Single-Sex Education for Girls. Washington, DC: The American Association of University Women Foundation.

    Google Scholar 

  • Aronson, J., Lustina, M. J., Good, C., Keough, K., Steele, C. M., & Brown, J. (1999). When White men can’t do math: Necessary and sufficient factors in stereotype threat. Journal of Experimental Social Psychology, 35, 29–46. doi:10.1006/jesp.1998.1371.

    Article  Google Scholar 

  • Arthur, A. E., Bigler, R. S., Liben, L. S., Gelman, S. A., & Ruble, D. N. (2008). Gender stereotyping and prejudice in young children: A developmental intergroup perspective. In S. R. Levy & M. Killen (Eds.), Intergroup Attitudes and Relations in Childhood through Adulthood (pp. 66–86). New York: Oxford.

    Google Scholar 

  • Ascher, C. (1992). School programs for African-American males... and females. Phi Delta Kappan, 73, 777–782.

    Google Scholar 

  • Australian Bureau of Statistics. (1997). Australian Social Trends, 1997. Retrieved from http://www.abs.gov.au/AUSSTATS/abs@.nsf/2f762f95845417aeca25706c00834efa/80fbc4826c05c115ca2570ec001b193c!OpenDocument.

  • Baker, D. P., Riordan, C., & Schaub, M. (1995). The effects of sex-grouped schooling on achievement: The role of national context. Comparative Education Review, 39, 468–482. doi:10.1086/447341.

    Article  Google Scholar 

  • Baki, R. (2004). Gender-segregated education in Saudi Arabia: Its impact on social norms and the Saudi labor market. Education Policy Analysis Archives, 12(28).

  • Barnett, R., & Rivers, C. (2004). Same difference: How gender myths are hurting our relationships, our children, and our jobs. New York: Basic Books.

    Google Scholar 

  • Bigler, R. S., & Liben, L. S. (2006). A developmental intergroup theory of social stereotypes and prejudice. In R. Kail (Ed.), Advances in Child Development and Behavior (Vol. 34, pp. 39–89). San Diego: Elsevier.

    Google Scholar 

  • Boswell, S. L. (1985). The influence of sex-role stereotyping on women’s attitudes and achievement in mathematics. In S. F. Chipman, L. R. Brush, & D. M. Wilson (Eds.), Women and Mathematics: Balancing the Equation (pp. 175–197). Hillsdale: Lawrence Erlbaum.

    Google Scholar 

  • Bracey, G. W. (2006). Separate but superior? A review of issues and data bearing on single-sex education. Retrieved from http://www.greatlakescenter.org/docs/Policy_Briefs/Bracey_Gender.pdf.

  • Cairns, E. (1990). The relationship between adolescent perceived self-competence and attendance at single-sex secondary school. The British Journal of Educational Psychology, 60, 207–211.

    Article  PubMed  Google Scholar 

  • Campbell, P. B., & Sanders, J. (2002). Challenging the system: Assumptions and data behind the push for single-sex schooling. In A. Datnow & L. Hubbard (Eds.), Gender in policy and practice: Perspectives on single-sex and coeducational schooling (pp. 31–46). New York: RoutledgeFalmer.

    Google Scholar 

  • Caplice, K. S. (1994). The case for public single-sex education. Harvard Journal of Law & Public Policy, 18, 227–292.

    Google Scholar 

  • Cohen, J., Cohen, P., West, S. G., & Aiken, L. S. (2002). Applied multiple regression - correlation analysis for the behavioral sciences (3rd ed.). Mahwah: Lawrence Erlbaum.

    Google Scholar 

  • Corby, B. C., Hodges, E. V. E., & Perry, D. G. (2007). Gender identity and adjustment in Black, Hispanic, and White preadolescents. Developmental Psychology, 43, 261–266. doi:10.1037/0012-1649.43.1.261.

    Article  PubMed  Google Scholar 

  • Datnow, A., Hubbard, L., & Woody, E. (2001). Is Single Gender Schooling Viable in the Public Sector? Lessons from California’s Pilot Program. Retrieved from http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1a/98/46.pdf.

  • Doepken, D., Lawsky, E., & Padwa, L. (1993). Modified Fennema-Sherman attitude scales. Retrieved from http://www.woodrow.org/teachers/math/gender/08scale.html.

  • Drury, K.-M., Bukowski, W. M., Saldarriaga, L.M., & Santo, J. B. (2009, April). Gender Typicality Across Social Contexts. Poster presented at the biennial meeting of the Society for Research in Child Development, Denver, CO

  • Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., et al. (2007). School readiness and later achievement. Developmental Psychology, 43, 1428–1446. doi:10.1037/0012-1649.43.6.1428.

    Article  PubMed  Google Scholar 

  • Egan, S. K., & Perry, D. G. (2001). Gender identity: A multidimensional analysis with implications for psychosocial adjustment. Developmental Psychology, 37, 451–463. doi:10.1037/0012-1649.37.4.451.

    Article  PubMed  Google Scholar 

  • Fennema, E., & Sherman, J. A. (1977). Sex-related differences in mathematics achievement, spatial visulization and sociocultural factors. American Educational Research Journal, 14, 51–71.

    Google Scholar 

  • Fennema, E., & Sherman, J. A. (1978). Sex-related differences in mathematics achievement and other factors: A further study. Journal for Research in Mathematics Education, 9, 189–203. doi:10.2307/748997.

    Article  Google Scholar 

  • Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children’s academic engagement and performance. Journal of Educational Psychology, 95, 148–162. doi:10.1037/0022-0663.95.1.148.

    Article  Google Scholar 

  • Galambos, N. L., Almeida, D. M., & Petersen, A. C. (1990). Masculinity, femininity, and sex role attitudes in early adolescence: Exploring gender intensification. Child Development, 61, 1905–1914. doi:10.2307/1130846.

    Article  PubMed  Google Scholar 

  • Gewertz, E. (2007). Black boys’ educational plight spurs single-gender schools; New federal rules seen as chance for innovation. Education Week, 26(42), 1–25.

    Google Scholar 

  • Graham, S., & Juvonen, J. (2002). Ethnicity, peer harassment, and adjustment in middle school: An exploratory study. Journal of Early Adolescence, 22, 173–199. doi:10.1177/0272431602022002003.

    Article  Google Scholar 

  • Gurian, M. (2001). Boys and girls learn differently! San Francisco: Jossey-Bass.

    Google Scholar 

  • Gwizdala, J., & Steinback, M. (1990). High school females’ mathematics attitudes: An interim report. School Science and Mathematics, 90, 215–222. doi:10.1111/j.1949-8594.1990.tb15537.x.

    Article  Google Scholar 

  • Hansen, J. M., & Childs, J. (1998). Creating a school where people like to be. Educational Leadership, 56, 14–17.

    Google Scholar 

  • Harris, M. B. (1986). Coeducation and sex roles. Australian Journal of Education, 30, 117–131.

    Google Scholar 

  • Hoffman, M. L., & Powlishta, K. K. (2001). Gender segregation in childhood: A test of the interaction style theory. The Journal of Genetic Psychology, 162, 298–313. doi:10.1080/00221320109597485.

    Article  Google Scholar 

  • Huston, A. C., & Alvarez, M. M. (1990). The socialization context of gender role development in early adolescence. In R. Montemayor, G. R. Adams, & T. P. Gullotta (Eds.), From childhood to adolescence: A transitional period? (pp. 156–179). Newbury Park: Sage.

    Google Scholar 

  • Jayaratne, T. E., Thomas, N. G., & Trautman, M. (2003). Intervention program to keep girls in the science pipeline: Outcome differences by ethnic status. Journal of Research in Science Teaching, 40, 393–414. doi:10.1002/tea.10082.

    Article  Google Scholar 

  • Jimenez, E., & Lockheed, M. E. (1989). Enhancing girls’ learning through single-sex education: Evidence and a policy conundrum. Educational Evaluation and Policy Analysis, 11, 117–142.

    Google Scholar 

  • Le Pore, P. C., & Warren, J. R. (1997). A comparison of single-sex and coeducational Catholic secondary schooling: Evidence from the National Educational Longitudinal Study of 1988. American Educational Research Journal, 34, 485–511.

    Google Scholar 

  • Leaper, C., & Van, S. R. (2008). Masculinity ideology, covert sexism, and perceived gender typicality in relation to young men’s academic motivation and choices in college. Psychology of Men and Masculinity, 9, 139–153. doi:10.1037/1524-9220.9.3.139.

    Article  Google Scholar 

  • Lee, V. E. (1998). Is single-sex secondary schooling a solution to the problem of gender inequity? In S. Morse (Ed.), Separated by sex: A critical look at single-sex education for girls (pp. 41–53). Washington, DC: AAUW Educational Foundation.

    Google Scholar 

  • Lee, V. E., & Bryk, A. S. (1986). Effects of single-sex secondary schools on student achievement and attitudes. Journal of Educational Psychology, 78, 381–395. doi:10.1037/0022-0663.78.5.381.

    Article  Google Scholar 

  • Lee, V. E., & Bryk, A. S. (1989). Effects of single-sex schools: Reply to Marsh. Journal of Educational Psychology, 81, 647–650. doi:10.1037/0022-0663.81.4.647.

    Article  Google Scholar 

  • Lee, V. E., & Lockheed, M. E. (1990). The effect of single-sex schooling and attitudes in Nigeria. Comparative Education Review, 34, 209–231. doi:10.1086/446918.

    Article  Google Scholar 

  • Lee, V. E., & Marks, H. M. (1990). Sustained effects of the single-sex secondary school experience on attitudes, behaviors, and values in college. Journal of Educational Psychology, 82, 578–592. doi:10.1037/0022-0663.82.3.578.

    Article  Google Scholar 

  • Lee, V. E., Marks, H. M., & Byrd, T. (1994). Sexism in single-sex and coeducational independent secondary school classrooms. Sociology of Education, 67, 92–120. doi:10.2307/2112699.

    Article  Google Scholar 

  • Liben, L. S., & Bigler, R. S. (2002). The developmental course of gender differentiation: Conceptualizing, measuring, and evaluating constructs and pathways. Monographs of the Society for Research in Child Development, 67(Serial No. 269). doi: 10.1111/1540-5834.t01-1-00187

  • Maccoby, E. E. (1998). The two sexes: Growing up apart, coming together. Cambridge: Harvard University Press.

    Google Scholar 

  • Maccoby, E. E., & Jacklin, C. N. (1987). Gender segregation in childhood. In E. H. Reese (Ed.), Advances in Child Development and Behavior (Vol. 20, pp. 195–216). New York: Academic.

    Google Scholar 

  • Mael, F. A. (1998). Single-sex and coeducational schooling: Relationships to socioemotional and academic development. Review of Educational Research, 68, 101–129.

    Google Scholar 

  • Martin, C. L., & Fabes, R. A. (2001). The stability and consequences of young children’s same-sex peer interactions. Developmental Psychology, 37, 431–446. doi:10.1037/0012-1649.37.3.431.

    Article  PubMed  Google Scholar 

  • Martin, C. L., & Ruble, D. N. (2010). Patterns of gender development. Annual Review of Psychology, 61, 353–381. doi:10.1146/annurev.psych.093008.100511.

    Article  PubMed  Google Scholar 

  • Myers, R. (1990). Classical and modern regression with applications (2nd ed.). Boston: Duxbury Press.

    Google Scholar 

  • National Association for Single Sex Public Education. (2010). Retrieved from http://www.singlesexschools.org

  • Oakes, J. (1990). Opportunities, achievement, and choice: Women and minority students in science and mathematics. Review of Research in Education, 16, 153–222.

    Google Scholar 

  • Osterman, K. F. (2000). Students’ need for belonging in the school community. Review of Educational Research, 70, 323–367.

    Google Scholar 

  • Patterson, M. M. (2008, April). A new measure of self-perceived gender typicality. Poster presented at the biennial Gender Development Research Conference, San Francisco, CA

  • Patterson, M. M., & Bigler, R. S. (2007). Relations among social identities, intergroup attitudes, and schooling: Perspectives from intergroup theory and research. In A. Fuligni (Ed.), Contesting stereotypes and creating identities: Social categories, social identities and educational participation (pp. 66–87). New York: Russell Sage.

    Google Scholar 

  • Planty, M., Hussar, W., Snyder, T., Kena, G., KewalRamani, A., Kemp, J., Bianco, K., & Dinkes, R. (2009). The condition of education 2009 (NCES 2009-081). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC.

  • Powlishta, K. K. (1995). Intergroup processes in childhood: Social categorization and sex role development. Developmental Psychology, 31, 781–788. doi:10.1037/0012-1649.31.5.781.

    Article  Google Scholar 

  • Powlishta, K. K. (2004). Gender as a social category: Intergroup processes and gender-role development. In M. Bennett & F. Sani (Eds.) The development of the social self. (pp. 103-133). New York, NY, US: Psychology Press. doi:10.4324/9780203391099_chapter_4.

  • Riordan, C. (1990). Girls and Boys in School: Together or Separate? New York: Teachers College Press.

    Google Scholar 

  • Riordan, C. (1994). Single-gender schools: Outcomes for African and Hispanic Americans. Research in Sociology of Education and Socialization, 10, 177–205.

    Google Scholar 

  • Riordan, C. (2002). What do we know about the effects of single-sex schools in the private sector? Implications for public schools. In A. Datnow & L. Hubbard (Eds.), Gender in policy and practice: Perspectives on single-sex and coeducational schooling (pp. 10–30). New York: RoutledgeFalmer.

    Google Scholar 

  • Ruble, D. N., Martin, C. L., & Berenbaum, S. A. (2006). The development of gender-related constructs and content. In W. Damon, R. M. Lerner, & N. Eisenberg (Eds.), Handbook of Child Psychology: Vol. 3, Social, Emotional, and Personality Development (6th ed., pp. 858–932). New York: John Wiley & Sons.

    Google Scholar 

  • Salomone, R. C. (2002). Same, different, equal: Rethinking single-sex schooling. New Haven, Conn.: Yale University Press.

    Google Scholar 

  • Salomone, R. C. (2006). Single-sex programs: Resolving the research conundrum. Teachers College Record, 108, 778–802. doi:10.1111/j.1467-9620.2006.00628.x.

    Article  Google Scholar 

  • Sax, L. (2005). Why gender matters. New York: Doubleday.

    Google Scholar 

  • Sherblom, S. A., Marshall, J. C., & Sherblom, J. C. (2006). The relationship between school climate and math and reading achievement. Journal of Research in Character Education, 4, 19–31.

    Google Scholar 

  • Shmurak, C. (1998). Voices of hope: Adolescent girls at single-sex and coeducational schools. New York: Peter Lang.

    Google Scholar 

  • Signorella, M. L., Frieze, I. H., & Hershey, S. W. (1996). Single-sex versus mixed-sex classes and gender schemata in children and adolescents. Psychology of Women Quarterly, 20, 599–607. doi:10.1111/j.1471-6402.1996.tb00325.x.

    Article  Google Scholar 

  • Singh, K., Vaught, C., & Mitchell, E. W. (1998). Single-sex classes and academic achievement in two inner-city schools. Journal of Negro Education, 67, 157–167. doi:10.2307/2668225.

    Article  Google Scholar 

  • Skiba, R., Simmons, A. B., Peterson, R., McKelbey, J., Forde, S., & Gallini, S. (2004). Beyond guns, drugs, and gangs: The structure of student perceptions of school safety. Journal of School Violence, 3, 149–171. doi:10.1300/J202v03n02_09.

    Article  Google Scholar 

  • Smith, T. E., & Leaper, C. (2005). Self-perceived gender typicality and the peer context during adolescence. Journal of Research on Adolescence, 16, 91–103. doi:10.1111/j.1532-7795.2006.00123.x.

    Article  Google Scholar 

  • Steele, C. M. (1997). A threat in the air: How stereotypes shape intellectual identity and performance. The American Psychologist, 52, 613–629. doi:10.1037/0003-066X.52.6.613.

    Article  PubMed  Google Scholar 

  • Streitmatter, J. (1999). For girls only: Making a case for single-sex schooling. Albany, NY: SUNY Press.

    Google Scholar 

  • Thompson, T., & Ungerleider, C. (2004). Single sex schooling: Final report. Toronto, Ontario, Canada: Council of Ministers of Education, Canada. Retrieved from http://www.cmec.ca/Publications/Lists/Publications/Attachments/61/singlegender.en.pdf.

  • Turner, K. L., & Brown, C. S. (2007). The centrality of gender and ethnic identities across individuals and contexts. Social Development, 16, 700–719. doi:10.1111/j.1467-9507.2007.00403.x.

    Article  Google Scholar 

  • U.S. Department of Education, Office of Planning, Evaluation and Policy Development, Policy and Program Studies Service. (2005). Single-sex versus coeducational secondary schooling: A systematic review. Retrieved from http://www2.ed.gov/rschstat/eval/other/single-sex/index.html.

  • Wigfield, A., & Eccles, J. (2000). Expectancy–value theory of achievement motivation. Contemporary Educational Psychology, 25, 68–81. doi:10.1006/ceps.1999.1015.

    Article  PubMed  Google Scholar 

  • Wood, B. S., & Brown, L. A. (1997). Participation in an all-female algebra I class: Effects on high school math and science course selection. Journal of Women and Minorities in Science and Engineering, 3, 265–277.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. School of Social and Family Dynamics, Arizona State University, Arizona, USA

    Erin Pahlke

  2. Department of Psychology and Research in Education, University of Kansas, 1122 West Campus Road, Lawrence, KS, 66045, USA

    Meagan M. Patterson

Authors
  1. Meagan M. Patterson
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Erin Pahlke
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Meagan M. Patterson.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Patterson, M.M., Pahlke, E. Student Characteristics Associated with Girls’ Success in a Single-sex School. Sex Roles 65, 737–750 (2011). https://doi.org/10.1007/s11199-010-9904-1

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11199-010-9904-1

Keywords

Search

Navigation