AN INVESTIGATION OF THE IMPACT OF SINGLE-SEX CLASSROOMS ON SELF-ESTEEM IN MIDDLE SCHOOL GIRLS

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Hart, L. (2014). AN INVESTIGATION OF THE IMPACT OF SINGLE-SEX CLASSROOMS ON SELF-ESTEEM IN MIDDLE SCHOOL GIRLS. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

Overall, research on the effectiveness of single-gender education is inconclusive. However, research does indicate that some benefits beyond academic achievement may be possible. This is particularly true for middle-school girls, who often struggle with social interactions related to adolescence, including self-esteem and anxiety stemming from the pressures of social conformity. When considering this problem from the theoretical perspective of egalitarian-liberal feminism, single-gender education emerges as possible solution to these problems. This study investigated the potential benefits of participation in a single-gender classroom on 6th grade females over a three year period. A total of 109 participants were involved. Girls in single-gender classrooms were compared to those in mixed-gender classrooms on variables of self-esteem, academic attitudes, and student satisfaction. Interviews and open-ended participant responses provided feedback on the participants' experiences. Statistical significance was observed on student satisfaction and qualitative data produced themes indicating a high degree of participant satisfaction with the single-gender program. Results clearly showed that the single-gender participants viewed their experiences positively overall, and that participation in single-gender programs can produce higher levels of student satisfaction (as it was defined in this study).

Details
Author

Hart, Laura

Title

AN INVESTIGATION OF THE IMPACT OF SINGLE-SEX CLASSROOMS ON SELF-ESTEEM IN MIDDLE SCHOOL GIRLS

Physical Description

1 online resource (147 pages) : PDF

Date

2014

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

Overall, research on the effectiveness of single-gender education is inconclusive. However, research does indicate that some benefits beyond academic achievement may be possible. This is particularly true for middle-school girls, who often struggle with social interactions related to adolescence, including self-esteem and anxiety stemming from the pressures of social conformity. When considering this problem from the theoretical perspective of egalitarian-liberal feminism, single-gender education emerges as possible solution to these problems. This study investigated the potential benefits of participation in a single-gender classroom on 6th grade females over a three year period. A total of 109 participants were involved. Girls in single-gender classrooms were compared to those in mixed-gender classrooms on variables of self-esteem, academic attitudes, and student satisfaction. Interviews and open-ended participant responses provided feedback on the participants' experiences. Statistical significance was observed on student satisfaction and qualitative data produced themes indicating a high degree of participant satisfaction with the single-gender program. Results clearly showed that the single-gender participants viewed their experiences positively overall, and that participation in single-gender programs can produce higher levels of student satisfaction (as it was defined in this study).

Genre

doctoral dissertations

Subjects--Topics

Middle school education
Sex role
Instructional systems--Design

Degree

D.Ed.

Keywords

Education
Feminism
Girls
Middle School
Self-Esteem
Single-Gender

Subject Area

Educational Leadership

Advisor(s)

Jones, Jeanneine

Committee Members

Wang, Chung
Lock, Corey
Stedman, Allison

Degree Note

Thesis (D.Ed.)--University of North Carolina at Charlotte, 2014.

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Hart_uncc_0694D_10576

Permalink

http://hdl.handle.net/20.500.13093/etd:598