Outcomes of Girls' Schooling: Unravelling Some Social Differences

Abstract

This paper attempts to identify some of the issues relevant to the question of single-sex schools versus coeducation and whether either setting is more favourable to girls' performance. A subject choice survey was undertaken in government and Catholic schools in the Wollongong area. It is contended that gender intersects with a multiplicity of social factors but these variables intersect at different points which produce different outcomes. Both United Kingdom and Australian data show that school ethos, negative community attitudes, low aspirations, insufficient motivation and negative teacher attitudes all contribute to the low participation rate of girls in mathematics and science. These continue to outweigh positive effects such as strong, committed and innovative teaching. On balance, research indicates that girls do achieve better results in mathematics and science in private schools. In New South Wales, there is some variation in the Catholic sector. Here as with other private and government schools, social factors intersect with gender.