In:
Science, American Association for the Advancement of Science (AAAS), Vol. 333, No. 6050 ( 2011-09-23), p. 1706-1707
Abstract:
In attempting to improve schools, it is critical to remember that not all reforms lead to meaningful gains for students. We argue that one change in particular—sex-segregated education—is deeply misguided, and often justified by weak, cherry-picked, or misconstrued scientific claims rather than by valid scientific evidence. There is no well-designed research showing that single-sex (SS) education improves students' academic performance, but there is evidence that sex segregation increases gender stereotyping and legitimizes institutional sexism.
Type of Medium:
Online Resource
ISSN:
0036-8075
,
1095-9203
DOI:
10.1126/science.1205031
Language:
English
Publisher:
American Association for the Advancement of Science (AAAS)
Publication Date:
2011
detail.hit.zdb_id:
128410-1
detail.hit.zdb_id:
2066996-3
detail.hit.zdb_id:
2060783-0
SSG:
11
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