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ERIC Number: EJ1130821
Record Type: Journal
Publication Date: 2016
Pages: 9
Abstractor: As Provided
ISSN: ISSN-0094-0771
When "Separate" May Be Better: Exploring Single-Sex Learning as a Remedy for Social Anxieties in Female Middle School Students
Hart, Laura C.
Middle School Journal, v47 n2 p32-40 2016
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.
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Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools; Grade 6; Intermediate Grades; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina
Grant or Contract Numbers: N/A