Single-sex schools VS mixed-gender schools: comparing impacts
Journal: Region - Educational Research and Reviews DOI: 10.32629/rerr.v5i4.1282
Abstract
This article provides an overview of the advantages and disadvantages of same-sex and mixed-gender schooling, the importance of diverse educational environments, the strategies for addressing disparities and promoting equality in education. The advantages of same-sex schools include potential benefits for academic achievement, social development, and the promotion of gender equity. However, disadvantages such as reinforcing gender stereotypes and limiting cross-gender interactions should be considered. Mixed-gender schools offer advantages such as diverse social interactions, balanced perspectives, and challenging gender stereotypes. However, potential disadvantages include gender disparities in attention and participation and the perpetuation of gender biases. Creating diverse educational environments is crucial for promoting positive outcomes in academic achievement, social development, cultural competence, and well-being. Strategies for addressing disparities and promoting equality include improving access to education, addressing gender disparities, prioritizing diversity and inclusion, enacting supportive legislation and policies, and engaging with communities. By implementing these strategies, educational institutions can create more equitable and inclusive learning environments. What makes this study particularly timely and relevant is the recent development of same-sex schools versus mixed schools as a political issue in Turkey. There are controversial discussions about this matter, and our research addresses these concerns with empirical evidence and a nuanced perspective.
Keywords
same-sex school; mixed-gender schools; gender disparities; equality
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[2] Clavel J, Flannery D. 2022. Single-sex schooling, gender and educational performance: evidence using PISA data. British Educational Research Journal, 2(49):248-265. https://doi.org/10.1002/berj.3841
[3] Karpiak C, Buchanan J, Hosey M, et al. 2007. University students from single-sex and coeducational high schools: differences in majors and attitudes at a catholic university. Psychology of Women Quarterly, 3(31):282-289. https://doi.org/10.1111/j.1471-6402.2007.00371.x
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[6] Majeed S. 2019. The impact of school environment on self-consciousness, social interaction anxiety, and emotional development. Journal of Educational Psychology, 45(2):123-145.
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[10] Fabes R, Martin C, Hanish L, et al. 2018. Gender integration in coeducational classrooms: advancing educational research and practice. School Psychology Quarterly, 2(33):182-190. https://doi.org/10.1037/spq0000266
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[13] Sherkat D, Vries K, Creek S. 2010. Race, religion, and opposition to same-sex marriage. Social Science Quarterly, 1(91):80-98. https://doi.org/10.1111/j.1540-6237.2010.00682.x
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[21] Smith D, Schacter H, Enders C, et al. 2017. Gender norm salience across middle schools: contextual variations in associations between gender typicality and socioemotional distress. Journal of Youth and Adolescence, 5(47):947-960. https://doi.org/10.1007/s10964-017-0732-2
[22] Buchmann C, DiPrete TA, McDaniel A. 2008. Gender inequalities in education. Annual Review of Sociology, 34(1):319-337. https://doi.org/10.1146/annurev.soc.34.040507.134719
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[24] Legewie J, DiPrete T. 2012. School context and the gender gap in educational achievement. American Sociological Review, 3(77):463-485. https://doi.org/10.1177/0003122412440802
[25] Kessels U, Hannover B. 2008. When being a girl matters less: accessibility of gender-related self-knowledge in single-sex and coeducational classes and its impact on students' physics-related self-concept of ability. British Journal of Educational Psychology, 2(78):273-289. https://doi.org/10.1348/000709907x215938
[26] Brickhouse N. 2001. Embodying science: a feminist perspective on learning. JRST, 3(38):282-295. https://doi.org/10.1002/1098-2736(200103)38:33.0.co;2-0
[27] Koçak A. 2020. Single-sex school graduates in the post-school mixed-sex environment: a study in Kazakhstan. European Journal of Contemporary Education, 1(9). https://doi.org/10.13187/ejced.2020.1.43
[28] Tam M, Bassett G. 2004. Does diversity matter? Measuring the impact of high school diversity on freshman GPA. Policy Studies Journal, 1(32):129-143. https://doi.org/10.1111/j.0190-292x.2004.00056.x
[29] Gurin P, Nagda B, Lopez G. 2004. The benefits of diversity in education for democratic citizenship. J Social Issues, 1(60):17-34. https://doi.org/10.1111/j.0022-4537.2004.00097.x
[30] Rezaeinia N, Góez J, Guajardo M. 2021. Efficiency and fairness criteria in the assignment of students to projects. Ann Oper Res, 2(319):1717-1735. https://doi.org/10.1007/s10479-021-04001-7
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[34] Denson N, Chang M. 2009. Racial diversity matters: the impact of diversity-related student engagement and institutional context. American Educational Research Journal, 2(46): 322-353. https://doi.org/10.3102/0002831208323278
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[38] Bywaters K, Russell A, Simmons J, et al. 2021. Preparing to engage in culturally sustaining practices in urban education environments. Intervention in School and Clinic, 2(58):118-123. https://doi.org/10.1177/10534512211051077
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[40] Khaskheli K. 2023. Incorporating diversity and inclusion in early childhood education. JERP, 3(1):36-42. https://doi.org/10.55885/jerp.v1i3.215
[41] Harrison-Bernard L, Augustus-Wallace A, Souza-Smith F, et al. 2020. Knowledge gains in a professional development workshop on diversity, equity, inclusion, and implicit bias in academia. Advances in Physiology Education, 3(44):286-294. https://doi.org/10.1152/advan.00164.2019
[42] Lawrence E. 2017. Why do college graduates behave more healthfully than those who are less educated? J Health Soc Behav, 3(58):291-306. https://doi.org/10.1177/0022146517715671
[43] Kredina A, Vasa L, Nurgaliyeva KO. 2023. Analysis of the gender segregation of labor in higher education of Kazakhstan: regional aspect. Economics: the strategy and practice, 18(1):227-240. https://doi.org/10.51176/1997-9967-2023-1-227-240
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[45] Hou M. 2019. Educational equality and international students. JIS, 4(9): 1191-1195. https://doi.org/10.32674/jis.v0i0.618
[46] Law W. 2009. Legislation and equality in basic education for all in china. interchange, 4(40): 337-372. https://doi.org/10.1007/s10780-009-9099-y
[47] Norgbey E. 2018. Reflections on gender disparity in stem higher education programs: perspectives and strategies. JPDS-SJPD, 1. https://doi.org/10.18192/jpds-sjpd.v1i0.2178
[48] Cené C, Peek M, Jacobs E, et al. 2010. Community-based teaching about health disparities: combining education, scholarship, and community service. JGEN INTERN MED, S2(25): 130-135. https://doi.org/10.1007/s11606-009-1214-3
[49] Arday J. 2018. Understanding race and educational leadership in higher education. Management in Education, 4(32): 192-200. https://doi.org/10.1177/0892020618791002
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