The life course consequences of single-sex and co-educational schooling

(2014) - Alice Sullivan, Heather Joshi

Journal: Gender Differences in Aspirations and Attainment
Link:: https://www.cambridge.org/core/product/identifier/CBO9781139128933A029/type/book_part
DOI:: 10.1017/CBO9781139128933.022
Links::
Tags:: #paper #NCDS #LifeCourse #Gender #SchoolType
Cite Key:: [@sullivanLifeCourseConsequences2014]

Abstract

This chapter reports on a study examining whether attending single-sex rather than coeducational secondary schools made a difference to the lives of a cohort of men and women born in Britain in 1958. The project aimed to assess the impact of single-sex secondary schooling, not just on short term and narrowly academic outcomes, but also on longer term social, psychological and economic outcomes. In a generally gendered environment for adults, did it make any difference to have been to a gender segregated school, and in what way? This chapter provides an overview of our findings, and a discussion of the implications for policy and for future research.

Notes

“We found that single-sex schooling had a positive impact on academic outcomes at age 16 for girls, and no impact at all for boys” (Sullivan and Joshi, 2014, p. 26)