Academic self-concept, gender and single-sex schooling

British Educational Research Journal

Volumn 35, Issue 2, 2009, Pages 259-288

  Sullivan, Alice ^a  

^a UNIVERSITY OF LONDON   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 69149086584     PISSN: 01411926     EISSN: 14693518     Source Type: Journal    
DOI: 10.1080/01411920802042960     Document Type: Article

References (83)

1. Archer, J. & Macrae, M. (1991) Gender perceptions of school subjects, British Journal of Educational Psychology, 61, 99-103.
2. Babcock, L. & Laschever, S. (2003) Women dont ask: negotiation and the gender divide (Princeton, NJ, Princeton University Press).
3. Baker, D. B., Riordan, C. & Schaub, M. (1995) The effects of sex-grouped schooling on achievement: the role of national context, Comparative Education Review, 39, 468-482.
4. Byrne, E. (1978) Women and education (London, Tavistock).
5. Cairns, R. B. & Cairns, B. D. (1995) Lifelines and risk: pathways of youth in our time (Cambridge, Cambridge University Press).
6. Charlton, E., Mills, M., Martino, W. & Beckett, L. (2007)Sacrificial girls, British Educational Research Journal, 33(4), 459-78.
7. Cheung, S. -Y. (1997) Meritocracy revisited: a disaggregated approach to the study of educational and occupational attainment in Britain D.Phil. thesis, University of Oxford.
8. Chipman, S., Krantz, D. & Silver, R. (1992) Mathematics anxiety and science careers among able women, Psychological Science, 3, 292-295.
9. Colwill, N. (1982) The new partnership: women and men in organisations (Palo Alto, CA, Mayfield).
10. Conlon, G. & Chevalier, A. (2003) Does it pay to attend a prestigious university? Centre for the Economics of Education, Working Paper. Available online at: http://cee.lse.ac.uk/cee%20dps/ceedp33.pdf
11. Correll, S. J. (2001) Gender and the career choice process: the role of biased self-assessments, American Journal of Sociology, 106(6), 1691-1730.
12. Dale, R. (1969) Mixed or single-sex school? Volume I (London, Routledge & Kegan Paul).
13. Dale, R. (1971) Mixed or single-sex school? Volume II (London, Routledge & Kegan Paul).
14. Dale, R. (1974) Mixed or single-sex school? Volume III (London, Routledge & Kegan Paul).
15. Department for Education and Science (DES) (1975) Curricular differences for boys and girls (London, HMSO).
16. Department for Education and Skills (DfES) (2004) Statistics of education: schools in England (London, HMSO).
17. Dolton, P., Joshi, H. & Makepeace, G. (2002) Unpacking unequal pay between men and women. CLS Cohort Studies Working Paper 2. Available online at: http://www.cls.ioe.ac.uk/library.asp
18. Douglas, J. W. B. (1964) The home and the school (London, MacGibbon & Kee).
19. Eccles, J., Adler, T. F., Futtermen, R., Goff, S. B., Kaczala, C. M. & Meece, J. L. (1983) Expectations, values, and academic behaviours, in: J. T. Spence (Ed.) Achievement and achievement motivation (San Francisco, CA, Freeman).
20. Eccles, J. S. (1987) Gender roles and achievement patterns: an expectancy value perspective, in: J. M. Reinish, L. A. Rosenbaum & S. A. Saunders (Eds) Masculinity/femininity: basic perspectives (New York, Oxford University Press).
21. Elwood, J. (2005) Gender and achievement: what have exams got to do with it?, Oxford Review of Education, 31(3), 373-393.
22. Elwood, J. & Gipps, C. (1999) Review of recent research on theachievement of girls in single-sex schools (London, Institute of Education).
23. Fennema, E., Peterson, P. P., Carpenter, T. P. & Lubinski, C. A. (1990) Teachers attributions and beliefs about girls, boys and mathematics, Educational Studies in Mathematics, 21, 55-61.
24. Francis, B., Hutchings, M., Archer, L. & Melling, L. (2003) Subject choice and occupational aspirations among pupils at girls schools, Pedagogy, Culture and Society, 11(3), 425-442.
25. Gipps, C. & Murphy, P. (1994) A fair test? Assessment, achievement and equity (Milton Keynes, Open University Press).
26. Goodenough, F. L. (1926) The measurement of intelligence by drawings (New York, World Book Company).
27. Halpern, D. F. (2000) Sex differences in cognitive abilities (Mahwah, NJ, Erlbaum).
28. Hawkes, D. & Plewis, I. (2006) Modelling non-response in the National Child Development Study, Journal of the Royal Statistical Society, A. 169, 479-491.
29. Jackson, C. & Smith, I. D. (2000) Poles apart? An exploration of single-sex and mixed-sex educational environments in Australia and England, Educational Studies, 26, 375-391.
30. Jacobs, J. E., Davis-Kean, P., Bleeker, M., Eccles, J. & Malanchuk, O. (2005) 'I can but I dont want to': the impact of parents, interests and activities on gender differences in math, in: J. Kaufman & A. Gallagher (Eds) Gender differences in mathematics (New York, Cambridge University Press).
31. Joffe, L. & Foxman, D. (1988) Attitudes and gender differences (Slough, NFER-Nelson).
32. Jonsson, J. O. (1999) Explaining sex differences in educational choice: an empirical assessment of a rational choice model, European Sociological Review, 15(4), 391-404.
33. Joshi,H.,Makepeace,G. & Dolton, P. (2007) More or less unequal? Evidence on the pay ofmen and women from the British Birth Cohort Studies, Gender, Work and Organization, 14(1), 37-51.
34. Kelly, A. (1985) The construction of masculine science, British Journal of Sociology of Education, 6(2), 133-154.
35. Lee, V. E. & Bryk, A. S. (1986) Effects of single-sex secondary schools on student achievement and attitudes, Journal of Educational Psychology, 78, 381-395.
36. Lefevre, J., Kulak, A. & Heymans, S. (1992) Factors influencing selection of university majors varying in mathematical content, Canadian Journal of Psychology, 24, 276-289.
37. Li, Q. (1999) Teachers' beliefs and gender differences in mathematics. A review, Educational Research, 41(1), 63-76.
38. Linver, M. R. & Davis-Kean, P. E. (2005) The slippery slope: what predicts math grades in junior high and high school?, New Directions for Child and Adolescent Development, 110, 49-64.
39. Machin, S., Puhani, S. & Puhani, P. (2003) Subject of degree and the gender wage differential: evidence from the UK and Germany, Economics Letters, 79, 393-400.
40. Mael, F., Alonso, A., Gibson, D., Rogers, K. & Smith, M. (2005) Single-sex versus coeducational schooling: a systematic review (Policy and Program Studies Service, US Department of Education).
41. Mael, F. A. (1998) Single-sex and coeducational schooling: relationships to socioemotional and academic development, Review of Educational Research, 68(2), 101-129.
42. Mahony, P. & Hextall, I. (2000) Reconstructing teaching: standards, performance and accountability (London, RoutledgeFalmer).
43. Makepeace, G., Dolton, P. & Joshi, H. (2004) Gender earnings differentials across individuals over time in British Cohort Studies 1991 and 2000, International Journal of Manpower, 25(3/4), 251-263.
44. Marsh, H. W. (1989) Sex-differences in the development of verbal and mathematics constructs-the high-school and beyond study, American Educational Research Journal, 26(2), 191-225.
45. Marsh, H. W. (1991) Public, Catholic single-sex, and Catholic coeducational high-schools-their effects on achievement, affect, and behaviours, American Journal of Education, 99(3), 320-356.
46. Marsh, H. W. (1993) The multidimensional structure of academic self-concept: invariance over gender and age, American Educational Research Journal, 30(4), 841-860.
47. Marsh, H. W. & Hau, K. T. (2003) Big-fish-little-pond effect on academic self-concept-a crosscultural (26-country) test of the negative effects of academically selective schools, American Psychologist, 58(5), 364-376.
48. Marsh, H. W. & Hau, K. T. (2004) Explaining paradoxical relations between academic self-concepts and achievements: cross-cultural generalizability of the internal/external frame of reference predictions across 26 countries, Journal of Educational Psychology, 96(1), 56-67.
49. Marsh, H. W. & Rowe, K. J. (1996) The effects of single-sex and mixed-sex mathematics classes within a coeducational school: a reanalysis and comment, Australian Journal of Education, 40(2), 147-161.
50. Marsh, H. W. & Yeung, A. S. (1998) Longitudinal structural equation models of academic selfconcept and achievement: gender differences in the development of math and English constructs, American Educational Research Journal, 35(4), 705-738.
51. Marsh, H. W., Smith, I. D., Marsh, M. & Owens, L. (1988) The transition from single-sex to coeducational high-schools-effects on multiple dimensions of self-concept and on academic-achievement, American Educational Research Journal, 25(2), 237-269.
52. Marsh, H. W., Trautwein, U., Ludtke, O., Koller, O. & Baumert, J. (2005) Academic selfconcept, interest, grades, and standardized test scores: reciprocal effects models of causal ordering, Child Development, 76(2), 397-416.
53. Ormerod, M. B. (1975) Subject preferences and choice in co-education and single sex secondary schools, British Journal of Educational Psychology, 45, 257-267.
54. Pringle, M. F. K., Butler, N. & Davie, R. (1966) 11,000 seven year olds (London, Longman).
55. Riordan, C. (1990) Girls and boys in school: together or separate? (New York, Teachers College Press).
56. Riordan, C. (2002) What do we know about the effects of single-sex schools in the private sector? Implications for private schools, in: A. Datnow & L. Hubbard (Eds) Gender in policy and practice: perspectives on single-sex and co-educational schooling (London, Routledge- Falmer).
57. Schilling, S. R., Sparfeldt, J. R. & Rost, D. H. (2006) Gender differences in subject-specific self-concepts, Zeitschrift Fur Padagogische Psychologie, 20(12), 9-18.
58. Schoon, I., Ross, A. & Martin, P. (2006) Careers in science, engineering, technology (set) and health: his and her story, paper given at ESRC Social Science Week, Cambridge.
59. Sexton, P. C. (1969) The feminized male: classrooms, white collars, and the decline of manliness (New York, Random House).
60. Shapka, J. D. & Keating, D. P. (2003) Effects of a girls-only curriculum during adolescence: performance, persistence, and engagement in mathematics and science, American Educational Research Journal, 40(4), 929-960.
61. Shavelson, R. J., Hubner, J. J. & Stanton, G. C. (1976) Validation of construct interpretations, Review of Educational Research, 46, 407-441.
62. Shepherd, P. (1995) The National Child Development Study: an introduction to its origins and the methods of data collection (NCDS User Support Group, Working paper 1). Available online at: www.cls.ioe.ac.uk/core/documents/download.asp
63. Silber, E. & Tippett, J. S. (1965) Self-esteem: clinical assessment and measurement validation, Psychological Reports, 16, 1017-1071.
64. Skaalvik, S. & Skaalvik, E. (2004) Gender differences in math and verbal self-concept, performance expectations, and motivation, Sex Roles, 50(34), 241-252.
65. Smithers, A. (2006) Does it matter that mainly boys do physics? Independent, 6 July.
66. Smithers, A. & Robinson, P. (2006) The paradox of single-sex and co-educational schooling Buckingham, Centre for Education and Employment Research, University of Buckingham.
67. Southgate, V. (1962) Southgate group reading tests: manual of instructions (London, London University Press).
68. Spencer, S. J., Steele, C. M. & Quinn, D. M. (1999) Stereotype threat and womens math performance, Journal of Experimental Social Psychology, 35(1), 4-28.
69. SSpielhofer, T., Benton, T. & Schagen, S. (2004) A study of the effects of school size and single-sex education in English schools, Research Papers in Education, 19(2), 133-159.
70. Stables, A. (1990) Differences between pupils from mixed and single-sex schools in their enjoyment of school subjects and in their attitudes to science and to school, Educational Review, 42(3), 221-230.
71. Steedman, J. (1980) Progress in secondary schools (London, National Childrens Bureau).
72. Steedman, J. (1983a) Examination results in selective and non-selective schools (London, National Childrens Bureau).
73. Steedman, J. (1983b) Examination results in selective and non-selective schools Volume 2. Appendices (London, National Childrens Bureau).
74. Stobart, G., Elwood, J. & Quinlan, M. (1992) Gender bias in examinations: how equal are the opportunities?, British Educational Research Journal, 18(3), 261-276.
75. Sullivan, A. (2006a) Students as rational decision-makers: the question of beliefs and attitudes, London Review of Education, 4(3), 271-290.
76. Sullivan, A. (2006b) Academic self-concept, gender and single-sex schooling in the 1970 cohort, CLS Working Paper (London, Centre for Longitudinal Studies).
77. Taylor, M. T. & Mardle, G. D. (1986) Pupils attitudes towards gender roles, Educational Research, 28(3), 202-209.
78. Tizard, B., Blatchford, P., Burke, J., Farquhar, C. & Plewis, I. (1988) Young children at school in the inner city (Hove, Lawrence Erlbaum Associates).
79. Van De Gaer, E., Pustjens, H., Van Damme, J. & De Munter, A. (2004) Effects of single-sex versus co-educational classes and schools on gender differences in progress in language and mathematics achievement, British Journal of Sociology of Education, 25(3), 307-322.
80. Whatford, C. (2005) Secondary school places planning in London (London, London Challenge).
81. Whitehead, J. M. (1996) Sex stereotypes, gender identity and subject choice at A level, Educational Research, 38(2), 147-160.
82. Wilgenbusch, T. & Merrell, K. W. (1999) Gender differences in self-concept among children and adolescents: a meta-analysis of multidimensional studies, School Psychology Quarterly, 14(2), 101-120.
83. Younger, M. & Warrington, M. (2006) Would Harry and Hermione have done better in single-sex classes: a review of single-sex teaching in co-educational schools in the United Kingdom, American Educational Research Journal, 43(4), 579-620.