Gender-segregated schooling and gender stereotyping

Research output: Contribution to journalArticlepeer-review

26 Scopus citations

Abstract

Concern has been raised that segregation of girls and boys into separate classes leads to increased gender stereotyping. We tested this in a sample of 365 seventh-grade students attending a junior high school that offers both gender-segregated (GS) and co-educational classes. It was found that for both boys and girls, the more GS classes they took in the fall, the more gender stereotyped they were in their responding in the spring (controlling for initial levels of gender stereotyping). We concluded that GS likely heightens the salience of gender in the classroom thereby reinforcing and increasing gender stereotypes. As such, we argue that GS is a misguided approach to addressing any educational difficulties girls and boys might be having.

Original languageEnglish (US)
Pages (from-to)315-319
Number of pages5
JournalEducational Studies
Volume39
Issue number3
DOIs
StatePublished - Jul 1 2013

Keywords

  • gender
  • schooling
  • stereotyping

ASJC Scopus subject areas

  • Education

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