Teachers' implementation of gender-inclusive instructional strategies in single-sex and mixed-sex classrooms

This digest found in

Gender
Pupil grouping and organisation of classes
Science

Gender-inclusiveness and girls

There was general agreement that single-sex girls' classes were more pleasant environments than mixed-sex or single-sex boys' classes.

girls were observed to (and also perceived themselves to) participate more, be more extroverted, have more interaction with the teacher and receive less harassment from other students than in mixed-sex classes. Girls in the single-sex classes perceived themselves as receiving higher levels of support from other students than they did in mixed-sex classes, or than boys did in either type of class;
girls in single-sex classes perceived the lowest levels of 'hassle'. For many, this reduced level of student-student harassment in single-sex girls' classes was linked to increased levels of academic achievement and opportunities to learn, especially in ways integral to gender-inclusive strategies (e.g. co-operative group work, collaborative problem-solving);
single-sex classes were often beneficial for specific groups - in particular ethnic groups - who had experienced harassment from boys in mixed-sex classes;
there were fewer management problems, allowing classrooms to address topics and contexts which were more meaningful to girls and for enhancing girls¿ problem-solving strategies;
in single-sex groups it appeared that girls had little previous experience of risk-taking and solving open-ended problems. The single-sex environment allowed teachers to address these gaps constructively; and
teachers experienced reduced teacher stress levels in single-sex girls' classes.

Your path: Home > Welcome to The Research Informed Practice Site (TRIPS) > Themes > Pupil grouping and organisation of classes > Teachers' implementation of gender-inclusive instructional strategies in single-sex and mixed-sex clWedNov51625322003 > Gender-inclusiveness and girls
Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction What is gender-inclusivity in science teaching? What did the researchers set out to do? How was the research designed? General findings of the study Gender-inclusiveness and girls Gender-inclusiveness and boys Single-sex v mixed-sex environments Conclusions drawn from the research Implications for practitioners Where can I find out more? Send us your feedback Collated digests To view/remove/add notes and save your collated digests click here Get Word Reader Teachers' implementation of gender-inclusive instructional strategies in single-sex and mixed-sex classrooms This digest found in Gender Pupil grouping and organisation of classes Science Send to a friend Word doc 60KB Printer friendly Collate for later Gender-inclusiveness and girls There was general agreement that single-sex girls' classes were more pleasant environments than mixed-sex or single-sex boys' classes. girls were observed to (and also perceived themselves to) participate more, be more extroverted, have more interaction with the teacher and receive less harassment from other students than in mixed-sex classes. Girls in the single-sex classes perceived themselves as receiving higher levels of support from other students than they did in mixed-sex classes, or than boys did in either type of class; girls in single-sex classes perceived the lowest levels of 'hassle'. For many, this reduced level of student-student harassment in single-sex girls' classes was linked to increased levels of academic achievement and opportunities to learn, especially in ways integral to gender-inclusive strategies (e.g. co-operative group work, collaborative problem-solving); single-sex classes were often beneficial for specific groups - in particular ethnic groups - who had experienced harassment from boys in mixed-sex classes; there were fewer management problems, allowing classrooms to address topics and contexts which were more meaningful to girls and for enhancing girls¿ problem-solving strategies; in single-sex groups it appeared that girls had little previous experience of risk-taking and solving open-ended problems. The single-sex environment allowed teachers to address these gaps constructively; and teachers experienced reduced teacher stress levels in single-sex girls' classes.