Single-Sex Schools by Riordan Cornelius;

Author:Riordan, Cornelius; [Riordan, Cornelius]
Language: eng
Format: epub
Publisher: Rowman & Littlefield Publishers
Published: 2015-08-15T00:00:00+00:00

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The Effects of Single-Sex Schools Are Larger for At-Risk Students

The academic and developmental consequences of attending single-sex versus coeducational schools are significantly larger and favorable for students who are historically or traditionally disadvantaged—minorities, low- and working-class youth, or at-risk students (Bryk et al., 1993; Malcova, 2007; Riordan 1990, 1994a; Salomone, 2003; Sax, 2009). This also applies to girls or boys, depending on subject matter and on the state of the gender gap at any time. In the United States, females were on the unfavorable side of the gender gap (since the very beginning of time) until about 1985, but now males are behind females in virtually every educational indicator (DiPrete and Buchmann, 2013; Freeman, 2004; Riordan, 2003).

As a simple example of this trend in the Unites States, we can examine the bachelor’s degrees awarded by sex since 1869 (Fig. 5.1). Males dominated this educational outcome until the 1980s, but by the 1990s, females are more likely to graduate from college. Efforts by those who would prefer to deny that there is a boy crisis in schools are just not credible (AAUW, 2008; Mead, 2006). The results for educational attainment are the bottom-line indicator of what has been happening for the past 150 years, as shown in Figure 5.1. Currently, the nearly 20–percentage-point difference favoring females in college graduation is predicted to increase even further by 2016, according to projections by the National Center for Educational Statistics (USED, 2012).

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