When "separate" may be better: Exploring single-sex learning as a remedy for social anxieties in female middle school students. Issue 2 (14th March 2016)

• Record Type: Journal Article
• Authors: Hart, Laura C.
• Is Part Of: Middle school journal. Volume 47:Issue 2(2016)
• Page Start: 32
• Page End: 40
• Publication Date: 2016-03-14
• Subjects: single-sex education -- middle school females -- transition to middle school -- middle school environment; Middle schools -- United States -- Periodicals; Middle schools; United States; Periodicals; 373.236
• DOI: 10.1080/00940771.2016.1124660
• Languages: English
• ISSNs: 0094-0771

Abstract

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.