This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Google Scholar Articles by Shapka, J. D. Articles by Keating, D. P. Search for Related Content Social Bookmarking                   What's this?

Effects of a Girls-Only Curriculum During Adolescence: Performance, Persistence, and Engagement in Mathematics and Science

University of British Columbia

Daniel P. Keating

University of Toronto

This article investigates the benefits of girls-only classroom instruction in math and science during Grades 9 and 10, in the context of a public coeducational high school. It is based on a longitudinal investigation with 786 participants: 85 girls in all-girl classes, and 319 girls and 382 boys in a regular coeducational program. Preexisting achievement, background, and psychological characteristics were included as covariates to ensure comparability of the groups. Significant post-intervention program effects were found for math and science achievement and course enrollment. In contrast, there were no significant program effects for perceived math competence or math anxiety. Although those psychological characteristics predicted performance, they were independent of program effects (i.e., they did not mediate the program effects).

Key Words: gender • math achievement • math perceptions • single-sex education

CiteULike    Connotea    Del.icio.us    Digg    Reddit    Technorati    What's this?