Effects of a girls-only curriculum during adolescence: performance, persistence, and engagement in mathematics and science.

Autor/inn/en	Shapka, Jennifer D.; Keating, Daniel P.
Titel	Effects of a girls-only curriculum during adolescence: performance, persistence, and engagement in mathematics and science.
Quelle	In: American educational research journal, 40 (2003) 4, S. 929-960Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben 51; Tabellen 6; Grafiken 3
Sprache	englisch; englische Zusammenfassung
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0002-8312; 1935-1011
DOI	10.3102/00028312040004929
Schlagwörter	Längsschnittuntersuchung; Einstellung (Psy); Geschlechtsspezifische Sozialisation; Geschlechtsspezifischer Unterschied; Koedukation; Mädchenbildung; Schuljahr 09; Schuljahr 10; High School; Schüler; Schulerfolg; Schülerleistung; Datenanalyse; Mathematikunterricht; Naturwissenschaftlicher Unterricht; Leistung; Kanada
Abstract	This article investigates the benefits of girls-only classroom instruction in math and science during Grades 9 and 10, in the context of a public coeducational high school. It is based on a longitudinal investigation with 786 participants: 85 girls in all-girl classes, and 319 girls and 382 boys in a regular coeducational program. Preexisting achievement, background, and psychological characteristics were included as covariates to ensure comparability of the groups. Significant post-intervention program effects were found for math and science achievement and course enrollment. In contrast, there were no significant program effects for perceived math competence or math anxiety. Although those psychological characteristics predicted performance, they were independent of program effects (i.e., they did nor mediate the program effects). (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2005_(CD)