Single sex high schools and college success outcomes

¶ … graduating high school student enters college he or she is perceived to be a young responsible adult in thought and action. However, the college environment is one in which there exists no curfews, parents, or other restrictive elements to curtail an individual's activities and decisions. As such it is important that those students arriving at college have the necessary maturity and life experience background to receive and enjoy an optimal college experience. Many of the elements that are needed for a successful university experience, as well as for an adult life outside of college, may be somewhat elusive but many are also learned during the formative high school years. The present research investigation proposes to address the impact of single sex high schools on those who attend them with respect to their influence on college success The investigator will review previously published literature with respect to single sex high schools and conclude with a proposed method of study for the suggested research study.

Moving from a single sex high school to a coed college will be examined in terms of academic, relationship, and human nature issues. A discussion will be provided regarding possible difficulties that are generally expected in attending same-sex schools, as well as the outcomes. The proposal will also include a discussion about the problem as well as an examination of same sex schools and co-ed schools.

INTRODUCTION

Education, albeit public school, private school, or charter school affiliated, is a process whereby the youth of America are provided and opportunity to receive an education in an environment conducive to learning which, in turn, provides the necessary skills and competencies necessary to enter college and be successful (U.S. Department of Education, 2000). The broadly defined mission of any high school is one of creative growth through social, emotional, and physical development. Although this is sometimes a lofty undertaking, it is one, nonetheless, that is necessary if a successful college education is to be attained. In the twenty first century where mega technology abounds high schools are continually being challenged to prepare students to the rigors of a less supervised, more independent, and more rigorous college experience. In order to meet the challenges high schools, regardless of classification, are put upon to provide students with a learning environment that is wide ranging, socially and academically responsible, and self-motivating (****). Should these characteristics not be built into the school curriculum, a young student entering college is at a disadvantage and the possibility of failure is increased.

No longer can high school teachers simply teach the "three R's" and expect a student to be fully prepared to enter an environment that expects and demands a high level of content knowledge, strong analytical abilities, well developed writing skills, social and emotional maturity, and responsible independence. High schools are now put upon to create learning environments that are in keeping with increased cultural diversity, advanced knowledge systems, and greater societal pressures. Every teacher now has the responsibility to encourage all students to become actively involved in the learning process and to provide interactive opportunities that permit a student to evaluate themselves with respect to the world around them. In the end students themselves will discover their talents, test their limits, and evaluate their success and failures. To this end teachers and students must be provided a well-defined set of goals and expectations and be availed of opportunities that promote, for teacher and student, mutual respect, self-respect, and personal responsibility (Fishman, 2002).

The manner is which schools set about to accomplish their educational objectives in the past has been varied and through different venues. Curriculum specialists, teachers, and psychologists often differ in their opinions, however, as how to deliver, and in what setting, the massive amount of information that is being produced from an advanced technological world. Questions often arise as to the when, where, and how to most effectively set the stage for the desired learning delivery process for there to be success in college. Regardless of one's own theory of education; albeit based on the works of such known educational theorists as Dewey, Erickson, Skinner, Piaget, Maslow, or Papert effective teachers must be equipped to effectuate their style of teaching based upon knowledge information, resource integration, tactical dissemination or instructional strategizing of information, and assessment. No longer can a teacher simply place information in front of a student and expect them to absorb the material without facilitation from the teacher.

As teachers themselves have increased responsibility to provide the best possible secondary education for those entering college the community and local, state and federal governments must participate in any educational process, existing and proposed. To this end all types of schools currently in existence must be accountable with respect to their ability to provide the education that is needed. Remembering that education is not simply the learning of facts, rather a combined system of knowledge dissemination, social responsibility, emotional guidance, and moral consciousness, and brought to life through schools that may be charter affiliated, gender segregated, and private or public designated. No matter the school's charter, all have the responsibility of providing students, that which is required and necessary to be successful in their pursuit of a college education.

LITERATURE REVIEW

Many studies have been conducted with respect to same sex educational activities such as sports, knowledge attainment, social interaction, peer pressure, leadership qualities, and role identification. The findings among those studies provide a strong foundation for the need to study the impact of a same sex high school has on the student later in life - especially college life. Prior to an examination of whether or not students entering college from same sex high schools are better prepared or lesser prepared to be successful in college it is important to first examine the general expectant qualities colleges and universities look for in entering students. Several adjustments are required when a person leaves high school and enters college. Leaving a comfortable home environment and being thrust into one that is study intensive, time constraining, decision making impacted, and heavily procedure restricted requires a great deal of adjustment on the part of the new entering student. Therefore, any discrepancy between college expectations and high school instruction must be addressed and done so cooperatively (Schmeiser, 2003). In the main colleges and universities expect entering freshman to be well prepared to manage a demanding workload, develop life long learning strategies, take ownership of their learning, adjust to the college environment, explore various academic choices, and independently navigate through the various services offered by the higher learning institution. The remainder of this literature review will concentrate on whether or not a single sex high school education does, indeed, prepare and strengthen the academic, psychological and sociological skill set needed by students to fulfill and maintain the aforementioned requirements. At the same time colleges and universities have an obligation to entering students by way of being knowledgeable from where the students came, the adjustments new students must make, as well as their learning style and intellectual capabilities (Erickson & Strommer, 1991). Only when knowledge about entering freshman students is share will the student be better prepared to complete the requisite college curriculum needed for matriculation.

The literature is not replete with studies on male and female single gender education as being a better road to college success than coeducational venues. However, studies by Spielhofer, O'Donnell. Schager & Schager, (2002) and Flanagan (2001) adamantly support the notion of single sex high school education on the basis of educational advancement; i.e., separation of the sexes in high school supports greater learning and knowledge attainment, therefore a better preparatory mechanism for college success. At the same time writers such as Strauss (2004) maintain that creating a single sex educational system is elitist and caters predominately to girls and questions the omission of emphasis on male participation. Whether or not one is for or against singles sex high schools or single sex classes within high schools needs extensive investigative research.

Studies that have been conducted have generally focused on the degree to which single sex education prevents or retards the developmental process with respect to adaptation to coeducational situations, albeit, academic, sport, or social related. Once such study by Stephens and Bredemeir (1996) involved a thorough analysis of female and male participants in sports activities and concluded that single sex activities prevented normal growth and development needed for adapting to coeducational activities. This alone would have a significant effect on individuals entering college who are expected not only to be tolerant of cultural diversity but gender tolerant as well. The greater the extent to which gender involvement has not been practiced the less likelihood that learning will be maximized and attained visa via the college experience. In addition a study commissioned and prepared by the National association of Girl's Schools (1999) revealed that an all girls' school academically prepared the students better for college but also personal and social needs were better fulfilled and that academic grades were higher than their female counterparts in coed schools. In addition a study commissioned and prepared by the National Association of Girl's Schools (1999) revealed that an all girls' school academically prepared the students better for college but also personal and social needs were better fulfilled and that academic grades were higher than their female counterparts in coed schools. In fact as far back as 1982 a study conducted by Trisket, Trisket, Castro and Schafner (1982) reported positive effects of single sex (girls) education particularly for non-affluent females, at risk students, African-Americans and Hispanics with respect to task accomplishment, skill attainment, and personal growth. This is significantly important when considering the low rate of college admissions for the aforementioned groups. Lee and Marks (1990) used the same logic in the thesis of their research regarding single sex education and supported the notion that single sex educated girls performed better in college scholastics then did their coeducational female counterparts. At the same time LaPore and Warren (1996) reported that single-sex education (i.e., for girls) was not that advantageous with respect to achievement scores. This is an interesting fact with respect to college admission being highly dependent upon a student's achievement test rating.

Recognizing the need for further data additional studies are needed with respect to the relevance and importance of single sex education. The problem placed before an educator is not a simple one, rather one built upon complexity. Answers must be garnered as to academic relevance, personal and educational success, and life long learning fulfillment. This is the primary reason behind the current investigation.