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  • Print publication year: 2014
  • Online publication date: October 2014

16 - The life course consequences of single-sex and co-educational schooling

Summary

Abstract

This chapter reports on a study examining whether attending single-sex rather than co-educational secondary school made a difference to the lives of a cohort of men and women born in Britain in 1958. The project aimed to assess the impact of single-sex secondary schooling, not just on short-term and narrowly academic outcomes, but also on longer-term social, psychological, and economic outcomes. In a generally gendered environment for adults, did it make any difference to have been to a gender segregated school, and in what way? This chapter provides an overview of our findings, and a discussion of the implications for policy and for future research.

Background

Controversies about co-education at secondary schools in Britain began at the end of the nineteenth century and continue to the present. However, the arguments for and against co-education have changed over time, with changing gender differences in educational aspirations and attainment, while the number of single-sex schools has declined steadily. The evidence regarding single-sex schools must therefore be placed in historical context.

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Gender Differences in Aspirations and Attainment
  • Online ISBN: 9781139128933
  • Book DOI: https://doi.org/10.1017/CBO9781139128933
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