Affiliation:
1. Institute of Catholic Education Ascot Vale Campus
Abstract
The issue of the possible contribution of single-sex schools to girls' academic achievements is part of an historical debate about relations between the sexes within the education system and of immediate topical importance to policy makers in the educational sphere. The present paper examines the relationships between the social origins of girls, their views of their own abilities, their high school curricula, their teachers' encouragement and their actual academic achievements within both single-sex and mixed high schools. This examination is based upon a sample of 1286 Queensland Grade 12 students attending different types of schools. Complex patterns of relationships among these variables are found which appear to operate differently in each school type. Of par ticular interest is the impact of a working mother upon her daughter's achievements within different types of schools.
Subject
Sociology and Political Science
Reference34 articles.
1. Arnot, M. (1983), 'A Cloud over Co-education: An Analysis of the Forms of Transmission of Class and Gender', in S. Walker, and L. Barton, Gender, Class and Education, London, Falmer Press, 69-91.
2. Letters to the Editor
3. Self-Concept of Ability and School Achievement
Cited by
11 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献
1. Australia: A Multicultural Education Experiment;The Palgrave Handbook of Race and Ethnic Inequalities in Education;2019
2. Australia;The Palgrave Handbook of Race and Ethnic Inequalities in Education;2014
3. Culture, Context and Stereotype Threat: A Comparative Analysis of Young Ugandan Women in Coed and Single-Sex Schools;The Journal of Educational Research;2012-01
4. Single-sex Education: What Does Research Tell Us?;Revue française de pédagogie;2010-07-01
5. Gender and Education;International Studies in Educational Inequality, Theory and Policy;2007