When "Separate" May Be Better: Exploring Single-Sex Learning as a Remedy for Social Anxieties in Female Middle School Students

Autor/in	Hart, Laura C.
Titel	When "Separate" May Be Better: Exploring Single-Sex Learning as a Remedy for Social Anxieties in Female Middle School Students
Quelle	In: Middle School Journal, 47 (2016) 2, S.32-40 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0094-0771
DOI	10.1080/00940771.2016.1124660
Schlagwörter	Single Sex Classes; Middle School Students; Females; Anxiety; Early Adolescents; Barriers; Gender Issues; Grade 6; Coeducation; Student Attitudes; Qualitative Research; Program Development; Observation; Interviews; Teacher Attitudes; Educational Environment; Achievement Gains; Learner Engagement; North Carolina + Suchen Sie Ihr Suchwort? Single-sex classes; Single-sex schools; Single sex schools; Getrenntgeschlechtliche Erziehung; Schule; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Weibliches Geschlecht; Angst; Geschlechterfrage; School year 06; 6. Schuljahr; Schuljahr 06; Koedukation; Schülerverhalten; Qualitative Forschung; Programmplanung; Beobachtung; Interviewing; Interviewtechnik; Lehrerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Achievement gain; Leistungssteigerung
Abstract	Research on the overall effectiveness of single-sex education remains inconclusive; however, some research does indicate that benefits other than academic achievement may be possible with a single-sex format. Advocates argue that when single-sex environments are structured by not only separating boys and girls but also by leveraging gender-specific learning strategies, positive outcomes are more likely. This may be of particular significance for middle-school girls, who often struggle with social anxieties related to adolescence that create barriers in transitioning to and navigating the middle school environment. As issues for middle-school girls are often unique to their gender, single-sex education emerges as a possible remedy to these problems. This study used qualitative data collected over a three-year period at a single-school site. Participant responses consistently showed that 6th grade girls placed in a single-sex classroom found the setting to be more supportive than a traditional mixed-sex classroom. Emerging themes included perceived improvement of academic performance and increased focus and engagement. Overall results indicated that for middle school females, participation in single-sex programs can help in easing social anxieties girls may experience while in middle school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01