Single-Sex Schooling: Bridging Science and School Boards in Educational Policy

Heated debate over the necessity, efficacy, and legality of public single-sex schooling continues in communities across the U.S. In this introduction to the second part of a special issue on the topic, we provide illustrative descriptions of issues that are common in U.S. school board deliberations...

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Bibliographic Details
Published in:Sex roles 2013-10, Vol.69 (7-8), p.349-355
Main Authors: Signorella, Margaret L., Bigler, Rebecca S.
Format: Article
Language:English
Subjects:
Attitudes
Behavioral Science and Psychology
Biological and medical sciences
Body Image
Education policy
Educational Policy
Educational Practices
Educational psychology
Educational sociology
Fundamental and applied biological sciences. Psychology
Gender Studies
Ideologies
Medicine/Public Health
Opposite Sex Relations
Original Article
Peer Relations
Psychology
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Pupil and student. Academic achievement and failure
Race
School Boards
Sex
Single sex education
Single Sex Schools
Social psychology
Social role. Sex role
Sociology
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Summary:Heated debate over the necessity, efficacy, and legality of public single-sex schooling continues in communities across the U.S. In this introduction to the second part of a special issue on the topic, we provide illustrative descriptions of issues that are common in U.S. school board deliberations on the topic, including issues of ideology, money, race, and science, and legal battles over the outcomes of such decisions. We then summarize the nine papers that appear in the issue. Four papers provide reviews of the laws, neuroscience, and critical race theorizing relevant to single-sex schooling. In addition, two papers present sophisticated re-analyses of important data sets on the topic, and three papers present new empirical data on non-academic outcomes (gender attitudes, peer relations, and body image) associated with single-sex schooling. Finally, we offer conclusions for educational practice and policy based on the current state of scientific evidence.
ISSN:0360-0025
1573-2762
DOI:10.1007/s11199-013-0313-0