Date of Award
2012
Degree Type
Thesis
Degree Name
Master of Arts (MA)
Department
Education
Abstract
Research on single-sex schools has covered a variety of matters regarding the effectiveness of their programs. This paper examines research on single-sex schools over the past 30 years in an effort to harmonize the past discourse with present trends. Journal articles and government research were used to synthesize the variety of methods used to ascertain whether single-sex schools have a positive influence on boys, girls, or both parties. Research trends have overwhelmingly supported all-girls schools, while remaining skeptical of any positive influence on boys. Much of the research supporting all-girls schools also suggests that single-sex schools' benefits are applicable to traditionally disadvantaged ethnic minorities as well as students from a lower socioeconomic class.
Recommended Citation
Kirshenbaum, Bradley, "One Sex, One School, Who Wins: How Single-Sex Learning Environments Impact Educational Attainment, Socio-Emotional Health, and Ambitions" (2012). Master's Theses. 835.
https://ecommons.luc.edu/luc_theses/835
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.
Copyright Statement
Copyright © 2012 Bradley Kirshenbaum
