Single-sex versus mixed-sex classes and gender schemata in children and adolescents: A longitudinal comparison

Margaret L. Signorella, Irene Hanson Frieze, Susanne W. Hershey

Research output: Contribution to journalArticlepeer-review

24 Scopus citations

Abstract

Positive effects for women and girls of all-female schools have been proposed, although there is relatively little clear empirical support for these beneficial results. Much of the cited research is based on elite all-female institutions or on parochial schools. This study takes advantage of the change of a private, nonparochial school from all girls to both sexes. Longitudinal data from grades 2 through 12 were collected over the course of the academic year to study the results of this transition. Stereotyping declined with age and over time in both types of classrooms. Girls in single-sex classrooms showed some tendency to be more stereotyped in their perceptions of mixed-sex classrooms than did the girls who were actually in that setting. Thus, none of the measures showed any significant increase over time in stereotyping among girls in mixed-sex classes. Implications of these findings are discussed.

Original languageEnglish (US)
Pages (from-to)599-607
Number of pages9
JournalPsychology of Women Quarterly
Volume20
Issue number4
DOIs
StatePublished - Dec 1996

All Science Journal Classification (ASJC) codes

  • Gender Studies
  • Developmental and Educational Psychology
  • Arts and Humanities (miscellaneous)
  • Psychology(all)

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