Single sex education and academic 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.

STATEMENT OF THE PROBLEM

Entering college for the first time can be an exciting, yet harrowing, experience for newly graduated high school students. No longer are they bound by family imposed curfews, friendship restrictions, detention halls, or social competitiveness. At the same time these young people must leave behind an environment that oftentimes indulges their pranks, outrages, and emotional swings. The environment from which most are coming is one of dependence, growing up, and sometimes conflicting. Entering freshman students, albeit into a community college, four-year college, or university, are faced with new challenges and situations that have not before been encountered. They are, upon entering the college environment, expected to be responsible, independent and equipped with a skill set needed to satisfy the requirements of a new curriculum and independent living.

When students enter college they are expected to have both the experience and maturity to handle the venture. Students are also expected to be able to interact with many different types of people from both genders in culturally diverse situations. They are expected to understand how to have platonic relationships with the opposite sex so that teams, projects and other events can be fully experienced. One presumption is that attending coed schools leading up to the college encounter will prepare the student for the challenging college experience. On the other side of the coin is the issue of single gender schools and the preparedness students receive in being able to handle a coed college experience. To garner a feeling as to whether or not same sex high schools prepare students for college better than coed schools has long been debated. There are educators who profess that same sex schools provide a less inhibited environment in which to learn as well as providing a milieu for students to pursue opportunities to become leaders and organizers. In fact one notable politician, Senator Hillary Clinton, went as far as to say that public school are entitled to the same single-gender schooling opportunity as those attending exclusive single-gender private schools (Clinton, 2001; Sax, 2002).

The purpose of the proposed study is, through an extensive literature review, to determine whether of not same sex schools provide a greater or lesser quality education to students in preparation for being educated in a coed institution of higher learning. In order to provide insight, and answer the research question, evidence will be weighed as to the pros and cons of the same gender high school. The research variables under consideration will include acquired academic strengths, emotional growth, participatory leadership development, and social connectionism as preparatory measures for success in college or university. A major nested variable to be discussed will entail the reporting of evidence as to whether of not same gender high school education is, by virtue of form, is a step back in gender segregation and equal opportunity education. Also, special consideration will be afforded the question of whether or not same sex educational programs have the potential to create problems for those entering college or university. Regardless of the results of the proposed study the need for research in the area of same sex education as a contributing factor in college success is one that requires thorough assessment and evaluation visa via historical literature reviews, descriptive research studies, and experimental controlled investigations. The process by which the youth of today are being educated to meet the challenges of the twenty first century must include an in-depth analysis of what works and what does not. The American society can no longer rely upon that which might have worked in the past nor can it fail to review that which might work in the future with respect to providing both a healthy education and educational environment to young people - our legacy for the future. As stated by Ohlson (1998) our students must "Gain all the knowledge they can, for it is the torch the illuminates the world."

Research Methodology. Research, albeit clinical, philosophical, historical, experimental or participatory, has its own unique design and purpose. Wherein experimental research attempts to control variables to determine effects, descriptive research assesses existing differences between variables. Wherein philosophical research is designed to reason the interrelatedness of timeless concepts, historical research is conducted to determine trends in events or ideas that have developed or taken place in the past and may pr may not have an impact on the future. The current study proposes a historical and descriptive design wherein past information relating to the efficacy of single sex high school educational with respect to college success will be examined and compared against coeducational education individuals. The data collected and examined will be both historical and numerical in nature and a testable hypothesis and statistical data analysis tools will be stated and given the appropriate support. Further, as the proposed research is historical and descriptive by design supportive information for the research question will be provided form literature deemed proprietary.

Literature reviews, or historical studies, permit the researcher to use the work and efforts of previous researchers in answering the currently proposed question. Possible obstacles to literature reviews include the possibility that much has not been done on the narrowly defined topic needed. In the case of this study however it is believed that the information contained in already published literature will be enough to draw educated conclusions and answer the questions and test the hypothesis in this study. This proposed study would use 10 published articles to determine how same sex high schools impact students when it comes to entering coeducational colleges.

Main Effects Hypothesis. The proposed study will attempt to test the null hypothesis that states no statistically significant differences at the alpha level of.

Assessment Instrument. A questionnaire will be developed to garner the necessary information needed. Responses will be quantified and subjected to an orthogonal analysis of variances seeking effects and differences between and among the sample populations.

Statistical Analysis Tool. In order to examine the data obtained by the questionnaire an orthogonal analysis of variance will be employed to seek differences and effects between and amongst the independent variables upon and between the dependent variables.

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.