School gender segregation: Difference between revisions
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====== Date and country of first publication<ref>Date and country of first publication as informed by the Scopus database (December 2023).</ref>====== | |||
2018<br> | 2018<br> | ||
Venezuela | |||
====== Definition ====== | |||
{{NoteAI}} | |||
Gender segregation in schools refers to the separation of students based on their gender, typically in the form of single-sex schools or classrooms. Proponents of gender segregation in schools argue that it can lead to greater academic achievement, reduced distractions, and a more comfortable learning environment for students. However, opponents argue that it can perpetuate gender stereotypes, limit social interactions, and hinder the development of important social skills. | Gender segregation in schools refers to the separation of students based on their gender, typically in the form of single-sex schools or classrooms. Proponents of gender segregation in schools argue that it can lead to greater academic achievement, reduced distractions, and a more comfortable learning environment for students. However, opponents argue that it can perpetuate gender stereotypes, limit social interactions, and hinder the development of important social skills. | ||
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==See also== | ==See also== | ||
==References== | ==References== | ||
==Notes== | |||
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==Further reading== | ==Further reading== | ||
Molano A.; Jones S.M. (2018) "Social centrality and aggressive behavior in the elementary school: Gender segregation, social structure, and psychological factors", Social Development, 27(2), pp. 415-430. Blackwell Publishing Ltd. DOI: [ | Molano A.; Jones S.M. (2018) "Social centrality and aggressive behavior in the elementary school: Gender segregation, social structure, and psychological factors", Social Development, 27(2), pp. 415-430. Blackwell Publishing Ltd. DOI: [htttp://doi.org/10.1111/sode.12267 10.1111/sode.12267] | ||
Steinmann I.; Strello A.; Strietholt R. (2023) "The effects of early between school tracking on gender segregation and gender gaps in achievement: a differences in differences study", School Effectiveness and School Improvement, -. Routledge. DOI: [ | Steinmann I.; Strello A.; Strietholt R. (2023) "The effects of early between school tracking on gender segregation and gender gaps in achievement: a differences in differences study", School Effectiveness and School Improvement, -. Routledge. DOI: [htttp://doi.org/10.1080/09243453.2023.2165510 10.1080/09243453.2023.2165510] | ||
Revision as of 17:42, 8 April 2024
Date and country of first publication[1]
2018
Venezuela
Definition
At its current state, this definition has been generated by a Large Language Model (LLM) so far without review by an independent researcher or a member of the curating team of segregation experts that keep the Segregation Wiki online. While we strive for accuracy, we cannot guarantee its reliability, completeness and timeliness. Please use this content with caution and verify information as needed. Also, feel free to improve on the definition as you see fit, including the use of references and other informational resources. We value your input in enhancing the quality and accuracy of the definitions of segregation forms collectively offered in the Segregation Wiki ©.
Gender segregation in schools refers to the separation of students based on their gender, typically in the form of single-sex schools or classrooms. Proponents of gender segregation in schools argue that it can lead to greater academic achievement, reduced distractions, and a more comfortable learning environment for students. However, opponents argue that it can perpetuate gender stereotypes, limit social interactions, and hinder the development of important social skills.
Some countries have laws in place that mandate gender segregation in schools, while others have moved towards more gender-inclusive policies. Ultimately, the debate over gender segregation in schools continues to be a contentious issue in education.
See also
References
Notes
- ↑ Date and country of first publication as informed by the Scopus database (December 2023).
Further reading
Molano A.; Jones S.M. (2018) "Social centrality and aggressive behavior in the elementary school: Gender segregation, social structure, and psychological factors", Social Development, 27(2), pp. 415-430. Blackwell Publishing Ltd. DOI: [htttp://doi.org/10.1111/sode.12267 10.1111/sode.12267]
Steinmann I.; Strello A.; Strietholt R. (2023) "The effects of early between school tracking on gender segregation and gender gaps in achievement: a differences in differences study", School Effectiveness and School Improvement, -. Routledge. DOI: [htttp://doi.org/10.1080/09243453.2023.2165510 10.1080/09243453.2023.2165510]