![]() Research suggests that girls’ schools may mitigate the decline when compared with coeducational schools. During the middle school years, girls show a decline in both their performance in math and theIr attitudes towards math.Compared to coeducated peers, girls’ school graduatess are 3 times more likely to consider engineering careers.Goodman Research Group, The Girls’ School Experience: A Survey of Young Alumnae of Single-Sex Schools Girls’ school graduates are 6 times more likely to consider majoring in math, science, and technology compared to girls who attended coeducational schools.Girls’ school graduates on average report greater science self-confidence than coeducated peers in their ability to use technical science skills, understand scientific concepts, generate a research question, explain study results, and determine appropriate data collection.Booth, Cardona-Sosa, and Nolen, Do Single-Sex Classes Affect Exam Scores? An Experiment in a Coeducational University Back to TopĪll-girls learning environments champion the educational needs of girls as a group currently underrepresented in STEM (Science, Technology, Engineering, and Math) majors and careers. One hour a week of single-sex education benefits females: females are 7% more likely to pass their first-year courses and score 10% higher in their required second year classes than their peers attending coeducational classes.Linda Sax, UCLA, Women Graduates of Single-Sex and Coeducational High Schools: Differences in their Characteristics and the Transition to College More than 80% of girls’ school grads consider their academic performance highly successful.Nearly 80% of girls’ school students report most of their classes challenge them to achieve their full academic potential compared to only 44% of girls at coeducational public schools.Cornelius Riordan, Providence College, Girls and Boys in School: Together or Separate? …Single-sex schools help to improve student achievement. Females especially do better academically in single-sex schools and colleges across a variety of cultures.Tiffani Riggers-Piehl, University of Missouri-Kansas City, Fostering Academic and Social Engagement: An Investigation into the Effects of All-Girls Education in the Transition to University Girls’ school graduates are more likely to frequently seek alternative solutions to a problem and more than 2/3 report frequently supporting their arguments with logic, which coeducated graduates are less likely to report doing.Goodman Research Group, The Girls’ School Experience: A Survey of Young Alumnae of Single-Sex Schools Back to TopĪll-girls learning environments create a culture of achievement. 93% of girls’ school graduates say they were offered greater leadership opportunities than coeducated peers and 80% have held leadership positions since graduating from high school.Nicole Archard, Student Leadership Development in Australian and New Zealand Secondary Girls’ Schools: A Staff Perspective Programs at girls’ schools focus on the development of teamwork over other qualities of leadership, while the qualities of confidence, compassion, and resilience also ranked prominently. ![]() ![]() Katherine Kinzler, Professor in the Department of Psychology at the University of Chicago and Visiting Professor in the Department of Psychology at Cornell University Data suggests that girls at coeducational schools actually become less interested in leadership positions with age. At girls’ schools, girls demonstrate great confidence in female leadership and become increasingly interested in leadership positions themselves.Girls’ schools empower students to become bold leaders. Tiffani Riggers-Piehl, University of Missouri-Kansas City, Fostering Academic and Social Engagement: An Investigation into the Effects of All-Girls Education in the Transition to University Back to Top Students who attended girls’ schools, compared to coeducated peers, are more likely to publicly communicate their opinion about a cause.Holmgren, Allegheny College, Steeped in Learning: The Student Experience at All-Girls Schools Nearly 87% of girls’ school students feel their opinions are respected at their school compared to only 58% of girls at coeducational schools. Girls’ school students are more likely than their female peers at coeducational schools to experience an environment that welcomes an open and safe exchange of ideas.The New York Times, “The Universal Phenomenon of Men Interrupting Women.” Academic studies and countless anecdotes make it clear that being interrupted, talked over, shut down or penalized for speaking out is nearly a universal experience for women when they are outnumbered by men.Girls’ school students strengthen their voice and are encouraged to speak freely without interruption.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |