Navigating the muddy waters of the research into single sex classrooms in co-educational middle years settings

Establishing single sex classes within co-educational sites is an option that Australian schools are again exploring. To date Australia has experienced three ‘waves’ of interest in establishing single sex classes, the first focused on equitable education opportunities for girls (Alloway & Gilbert, 1997), the second centered on boys’ literacy and engagement (Gilbert & Gilbert, 1998) and this current wave focuses on perceived difference between the sexes in co-educational classrooms (Protheroe, 2009; Gurian, Stevens & Daniels, 2009). With the intersection of middle schooling movement, focusing on learner centered classrooms (Pendergast & Bahr, 2010) and current educational agendas aimed at improving student performance and measurable learning outcomes (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008), it is understandable that schools are exploring such student grouping options. However, after thirty years of international research into the efficacy of single sex classes in co-educational settings, the results still remain unclear. This paper seeks to navigate the ‘muddy waters’ of this body of research and suggests a framework to help guide school communities through the decision-making process associated with considering single sex classes.

La investigación sobre los efectos de las single sex vs. coeducational schools.

Resumen tomado del autor

Single-sex classes in co-educational schools

This research investigated social and academic outcomes from single-sex classrooms in a Tasmanian coeducational government primary school. Interviews, observations and surveys formed the basis of the evidence. Teachers, parents and children reported positive benefits from the class organisation, but these differed according to gender. Staff identified increased confidence and higher self-esteem among girls, whereas boys developed increased motivation and more commitment to schoolwork. Teachers and parents noted that boys' accountability and self-discipline improved. Teachers adopted different strategies from those used with mixed-gender classes and gained higher levels of satisfaction from teaching, attributable to increased children's time 'on task'. Paradoxically, standardised school testing indicated no increase in academic achievements. However, there may be an extended lag between establishing changed social relationships and measurable academic outcomes, suggesting that if the new class structure is to achieve its full potential, it should be established early in primary school and continue to adolescence.

The media, marketing, and single sex schooling

The Australian media's interest in education, as in many Anglophone countries, is frequently dominated by concerns about boys in schools. In 2002, in a country region of the Australian State of Queensland, this concern was evident in a debate on the merits of single sex schooling that took place in a small local newspaper. The debate was fuelled by the inclusion in this newspaper of an advertising brochure for an elite private girls' school. The advertisement utilized the current concerns about boys in schools to advocate the benefits of girls' only schools. Drawing on research that suggests that boys are a problem in school, and utilising a peculiar mix of liberal feminism alongside a neo-liberal class politics, it implicitly denigrated the education provided by government co-educational schools. The local government high and primary school principals, incensed at this advertisement, contacted the paper to refute many of its claims and assumptions and to assert the benefits, to both boys and girls, of their particular schools. A letters to the editor debate then followed an article representing these government school principals' views. These letters were from two private school principals. This country newspaper thus became a medium through which various school principals engaged with the current boys' debate, and research associated with it, in order to market their schools. This paper examines this particular newspaper debate and argues that, in the absence of nuanced, research based, and thoughtful policy responses to gender issues, many school policies on gender are being shaped through and by the media in ways that elide the complexities of the issues involved.

Interrogating single-sex classes as a strategy for addressing boys' educational and social needs

This paper explores the policy of single-sex classes that is currently being adopted in some schools as a strategy for addressing boys' educational and social needs. It draws on research in one Australian government, coeducational primary school to examine teachers' and students' experiences of this strategy. Interviews with the principal, male and female teachers responsible for teaching the single-sex classes and the students involved in these classes are used to illustrate the impact and effect of the strategy on pedagogical practices in this particular school. The data are used to raise critical questions about the impact and effects of teachers' pedagogical practices in light of the current literature and research about single-sex classes. In this case study, it was found that teachers had a tendency to modify their pedagogical practices and the curriculum to suit stereotypical constructions about boys' and girls' supposed oppositional orientations to learning. It is concluded that teacher knowledges and assumptions about gender play an important role in the execution of their pedagogies in the single-sex classroom.

Differential effects of single -sex versus coed education on the mathematical reasoning ability, verbal reasoning ability, and self-concept of high school girls

This study explored the differential effects of single-sex versus coed education on the cognitive and affective development of young women in senior year of high school. The basic research question was: What are the differential effects of single-sex versus coed education on the development of mathematical reasoning ability, verbal reasoning ability, or self-concept of high school girls?^ This study was composed of two parts. In the first part, the SAT verbal and mathematical ability scores were recorded for those subjects in the two schools from which the sample populations were drawn. The second part of the study required the application of the Piers-Harris Children's Self-Concept Scale to subjects in each of the two sample populations. The sample schools were deliberately selected to minimize between group differences in the populations. One was an all girls school, the other coeducational.^ The research design employed in this study was the causal-comparative method, used to explore causal relationships between variables that already exist. Based on a comprehensive analysis of the data produced by this research, no significant difference was found to exist between the mean scores of the senior girls in the single-sex school and the coed school on the SAT 1 verbal reasoning section. Nor was any significant difference found to exist between the mean scores of the senior girls in the single-sex school and the coed school on the SAT 1 mathematical reasoning section. Finally, no significant difference between the mean total scores of the senior girls in the single-sex school and the coed school on the Piers-Harris Children's Self-Concept Scale was found to exist.^ Contrary to what many other studies have found in the past about single-sex schools and their advantages for girls, this study found no support for such advantages in the cognitive areas of verbal and mathematical reasoning as measured by the SAT or in the affective area of self-concept as measured by the Piers-Harris Children's Self-Concept Scale. ^

Principles and Practical Grouping for the Use of Drill and Practice Programs

A previous paper showed that young children performed better when working as individuals rather than in pairs on a drill and practice program. This paper reports an analysis of behaviour and talk for individuals and single sex pairs using a computer-based drill and practice activity to explain differences in performance. Results indicated that individuals were more likely to be task-focused and to complete tasks successfully than children working in pairs. Differences were found in off-task activity, behaviours and type of talk. Grouping and verbal interaction are discussed in relation to the type of task/program that children are asked to undertake, and how both task and peer presence may constrain the child's task focus and performance when reinforcing pre-existing knowledge.

Colony sex ratios vary with breeding structure but not relatedness asymmetry in the facultatively polygynous ant Pheidole pallidula

We investigated sex allocation in a Mediterranean population of the facultatively polygynous (multiple queen per colony) ant Pheidole pallidula. This species shows a strong split sex ratio, with most colonies producing almost exclusively a single-sex brood. Our genetic (microsatellite) analyses reveal that P. pallidula has an unusual breeding system, with colonies being headed by a single or a few unrelated queens. As expected in such a breeding system, our results show no variation in relatedness asymmetry between monogynous (single queen per colony) and polygynous colonies. Nevertheless, sex allocation was tightly associated with the breeding structure, with monogynous colonies producing a male-biased brood and polygynous colonies almost only females. In addition, sex allocation was closely correlated with colony total sexual productivity. Overall, our data show that when colonies become more productive (and presumably larger) they shift from monogyny to polygyny and from male production to female production, a pattern that has never been reported in social insects.

Breeding periodicity for male sea turtles, operational sex ratios, and implications in the face of climate change

Species that have temperature-dependent sex determination (TSD) often produce highly skewed offspring sex ratios contrary to long-standing theoretical predictions. This ecological enigma has provoked concern that climate change may induce the production of single-sex generations and hence lead to population extirpation. All species of sea turtles exhibit TSD, many are already endangered, and most already produce sex ratios skewed to the sex produced at warmer temperatures (females). We tracked male loggerhead turtles (Caretta caretta) from Zakynthos, Greece, throughout the entire interval between successive breeding seasons and identified individuals on their breeding grounds, using photoidentification, to determine breeding periodicity and operational sex ratios. Males returned to breed at least twice as frequently as females. We estimated that the hatchling sex ratio of 70:30 female to male for this rookery will translate into an overall operational sex ratio (OSR) (i.e., ratio of total number of males vs females breeding each year) of close to 50:50 female to male. We followed three male turtles for between 10 and 12 months during which time they all traveled back to the breeding grounds. Flipper tagging revealed the proportion of females returning to nest after intervals of 1, 2, 3, and 4 years were 0.21, 0.38, 0.29, and 0.12, respectively (mean interval 2.3 years). A further nine male turtles were tracked for short periods to determine their departure date from the breeding grounds. These departure dates were combined with a photoidentification data set of 165 individuals identified on in-water transect surveys at the start of the breeding season to develop a statistical model of the population dynamics. This model produced a maximum likelihood estimate that males visit the breeding site 2.6 times more often than females (95%CI 2.1, 3.1), which was consistent with the data from satellite tracking and flipper tagging. Increased frequency of male breeding will help ameliorate female-biased hatchling sex ratios. Combined with the ability of males to fertilize the eggs of many females and for females to store sperm to fertilize many clutches, our results imply that effects of climate change on the viability of sea turtle populations are likely to be less acute than previously suspected.

Different male vs. female breeding periodicity helps mitigate offspring sex ratio skews in sea turtles

 The implications of climate change for global biodiversity may be profound with those species with little capacity for adaptation being thought to be particularly vulnerable to warming. A classic case of groups for concern are those animals exhibiting temperature-dependent sex-determination (TSD), such as sea turtles, where climate warming may produce single sex populations and hence extinction. We show that, globally, female biased hatchling sex ratios dominate sea turtle populations (exceeding 3:1 in >50% records), which, at-a-glance, reiterates concerns for extinction. However, we also demonstrate that more frequent breeding by males, empirically shown by satellite tracking 23 individuals and supported by a generalized bio-energetic life history model, generates more balanced operational sex ratios (OSRs). Hence, concerns of increasingly skewed hatchling sex ratios and reduced population viability are less acute than previously thought for sea turtles. In fact, in some scenarios skewed hatchling sex ratios in groups with TSD may be adaptive to ensure optimum OSRs.