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Article: Students from single-sex schools are more gender-salient and more anxious in mixed-sex situations: Results from high school and college samples
Title | Students from single-sex schools are more gender-salient and more anxious in mixed-sex situations: Results from high school and college samples |
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Authors | |
Issue Date | 2018 |
Publisher | Public Library of Science. The Journal's web site is located at http://www.plosone.org/home.action |
Citation | PLoS One, 2018, v. 13 n. 12, p. e0208707 How to Cite? |
Abstract | Gender segregation exists in all walks of life. One of the most common forms of institutionalized gender segregation is perhaps single-sex schooling. Because schooling experience has important influence on students’ psychosocial development, interest in gender-segregated education has been reviving over the globe. Skeptics of single-sex schooling have suggested that such schooling may increase students’ gender salience (awareness of gender in categorizations), reduce opportunities for mixed-gender interactions, and increase mixed-gender anxiety, but little evidence has been found. It is critical to explore how single-sex schooling is associated with these psychosocial outcomes in adolescents and young adults because they are in the developmental stage when the desire and need to establish mixed-gender relationships increase. We report two systematic studies on gender salience, mixed-gender friendships, and mixed-gender anxiety on 2059 high school students and 456 college students from single-sex or coeducational schools. Even with demographic background controlled, results suggested higher gender salience in single-sex school students in the high school sample, and greater mixed-gender anxiety and fewer mixed-gender friendships in these students in both samples. These differences were not moderated by student gender and were similar in first-year versus senior college students. Moreover, mixed-gender friendships, though not gender salience, appeared to engage in a possibly bi-directional mediation relationship with mixed-gender anxiety that is consistent with a vicious cycle of escalating anxiety and lack of mixed-gender interaction among single-sex school students. These findings help fill the knowledge gap about the correlates of gender-segregated schooling and shed light on the precursors of later social and achievement differences between single-sex and coeducational school students. |
Persistent Identifier | http://hdl.handle.net/10722/266424 |
ISSN | 2023 Impact Factor: 2.9 2023 SCImago Journal Rankings: 0.839 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Wong, WI | - |
dc.contributor.author | SHI, Y | - |
dc.contributor.author | Chen, Z | - |
dc.date.accessioned | 2019-01-18T08:19:19Z | - |
dc.date.available | 2019-01-18T08:19:19Z | - |
dc.date.issued | 2018 | - |
dc.identifier.citation | PLoS One, 2018, v. 13 n. 12, p. e0208707 | - |
dc.identifier.issn | 1932-6203 | - |
dc.identifier.uri | http://hdl.handle.net/10722/266424 | - |
dc.description.abstract | Gender segregation exists in all walks of life. One of the most common forms of institutionalized gender segregation is perhaps single-sex schooling. Because schooling experience has important influence on students’ psychosocial development, interest in gender-segregated education has been reviving over the globe. Skeptics of single-sex schooling have suggested that such schooling may increase students’ gender salience (awareness of gender in categorizations), reduce opportunities for mixed-gender interactions, and increase mixed-gender anxiety, but little evidence has been found. It is critical to explore how single-sex schooling is associated with these psychosocial outcomes in adolescents and young adults because they are in the developmental stage when the desire and need to establish mixed-gender relationships increase. We report two systematic studies on gender salience, mixed-gender friendships, and mixed-gender anxiety on 2059 high school students and 456 college students from single-sex or coeducational schools. Even with demographic background controlled, results suggested higher gender salience in single-sex school students in the high school sample, and greater mixed-gender anxiety and fewer mixed-gender friendships in these students in both samples. These differences were not moderated by student gender and were similar in first-year versus senior college students. Moreover, mixed-gender friendships, though not gender salience, appeared to engage in a possibly bi-directional mediation relationship with mixed-gender anxiety that is consistent with a vicious cycle of escalating anxiety and lack of mixed-gender interaction among single-sex school students. These findings help fill the knowledge gap about the correlates of gender-segregated schooling and shed light on the precursors of later social and achievement differences between single-sex and coeducational school students. | - |
dc.language | eng | - |
dc.publisher | Public Library of Science. The Journal's web site is located at http://www.plosone.org/home.action | - |
dc.relation.ispartof | PLoS ONE | - |
dc.rights | This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. | - |
dc.title | Students from single-sex schools are more gender-salient and more anxious in mixed-sex situations: Results from high school and college samples | - |
dc.type | Article | - |
dc.identifier.email | Wong, WI: iwwong@hku.hk | - |
dc.identifier.email | Chen, Z: chenz@hku.hk | - |
dc.identifier.authority | Wong, WI=rp01774 | - |
dc.identifier.authority | Chen, Z=rp00629 | - |
dc.description.nature | published_or_final_version | - |
dc.identifier.doi | 10.1371/journal.pone.0208707 | - |
dc.identifier.scopus | eid_2-s2.0-85058081068 | - |
dc.identifier.hkuros | 296619 | - |
dc.identifier.volume | 13 | - |
dc.identifier.issue | 12 | - |
dc.identifier.spage | e0208707 | - |
dc.identifier.epage | e0208707 | - |
dc.identifier.isi | WOS:000452640900033 | - |
dc.publisher.place | United States | - |
dc.identifier.issnl | 1932-6203 | - |