Gender Study

Effects of Gender Grouping on Student Learning

9th Grade American Government Pilot Study, May/June, 2003

Heidi Howard, Rick Sansted, TeachersDr. Dave Peterson, Principal

Dr. Yi Du, Director of Research and Evaluation

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Introduction

In May 2003, two classes (24 males and 18 females) of 9th grade American government were selected as single-gender classes.

This research attempts to study different needs of boys and girls, and seeks approaches to reduce achievement gaps between genders embedded into NCLB.

This study is a continuation of the district gender research.

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Main Research Question

Are single-gender classes a good way to improve learning?

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Study Design

The single-gender classes were scheduled for the first block of time with 89 minutes for every other day.

Two teachers, one female and one male, who taught these students in co-ed gender classes, taught the single-gender classes.

The curriculum, activities, and behavior management policies for the two single-gender classes were to be as similar as possible.

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Student Observation and Perceptions

Female Students: Diversity of

perspectives in class discussion.

Boys are fun.

Male Students Diversity of

perspective in class discussion.

Girls study better than boys and they can help boys.

Boys like girls because “girls are easy on the eyes.”

Teacher Preconception

Female Teacher: Girls would be more

open to participation. Girls would be more

relaxed in class. Fewer student

discipline and classroom management problems.

Girls would be more likely to achieve academically at a high level.

Male Teacher A “boys will be boys”

group mentality takes over the class. Boys would cause more classroom management problems.

Boys will be less distracted by girls and focus more on the content of the class.

Teacher Observations for All-Girl Class

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Girls were quiet at the beginning. By the end of the quarter, discussions were

really flowing. An atmosphere of respect for each other that

was not present in a co-ed environment was present in the all-girl class.

Girls appeared to focus on the merit of the topic and not on trying to impress either the teacher or classmates.

Fewer offered dissenting opinions than in the all-boy or co-ed classes.

“Boys are fun.”--9th grade girls

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Teacher Observations for All-Boy Class

Boys began right away to participate eagerly, even aggressively in classroom discussion.

A variety of opinions existed and were shared openly among boys.

Students discipline and classroom management were even better than the teacher predicted.

The group or mob mentality did not really take off.

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“Girls are easy on the eyes.”

--9th grade boys

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Data Collection

Achievement data--students’ test scores from 2 quizzes and 2 tests before and after experiencing the single-gender classes. Data include students from the single-gender classes and randomly selected co-ed classes.

Survey data--students’ experience and opinions about the single-gender classes.

Teacher data--Teachers’ experiences and perspectives.

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Percent of Students Reporting Enjoying Being in Social Studies Class

76%68%

97%

80%

0%10%20%30%40%50%60%70%80%90%

100%

Female Male

Before After

Percent of Student Reporting Students in Class Help Each Other

74% 72%

100%

65%

0%10%20%30%40%50%60%70%80%90%

100%

Female Male

Before After

Percent of Students Reporting Discipline and Class Order are Appropriately Maintained in

Class

85%80%

100%

70%

0%10%20%30%40%50%60%70%80%90%

100%

Female Male

Before After

Percent of Students Reporting They are Satisfied with Their Social Studies Classes

88% 84%

97%91%

0%10%20%30%40%50%60%70%80%90%

100%

Female Male

Before After

Percent of Students Reporting Students in Their Class are Fun to Work with

82% 86%100%

80%

0%10%20%30%40%50%60%70%80%90%

100%

Female Male

Before After

Percent of Students Reporting Students in Their Class Participated in All Kinds of Class

Activities

74%82%78%

89%

0%10%20%30%40%50%60%70%80%90%

100%

Female Male

Before After

Percent of Students Reporting They Would Like to Stay in Co-Ed Class

88%

74%

56%

86%

0%10%20%30%40%50%60%70%80%90%

100%

Female Male

Before After

Achievement Comparison

50% 50%50% 49%

30%

35%

40%

45%

50%

55%

60%

Single-gender class Mixed-gender class

Before After

Findings

Girls have a more positive attitude toward the single-gender classes than boys.

When elements of equitable education are present, such as equitable class size, teaching practice, academic curriculum, and teacher collaboration, both boys and girls have an equitable opportunity to succeed.

Effective instruction is more important than grouping of students in single-gender or mixed gender classes.

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Considerations

We need to continue exploring the option of single-gender classes, which may provide experience for students and teachers that they may not be able obtain from the co-ed classes.

The single-gender class may be more suitable for subjects which require less discussion and less emphasis on diverse opinions.

It is too early to judge the success of the single-gender classroom experience.

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Recommendations for Future Single-Gender

Class Offer a single-sex class based on students’ and teachers’ voluntary choice.

Offer single-sex classes at different ages and in different subjects over a longer period of time.

Encourage all teachers to gather data about the results of instruction by gender.

Consider replicating the design of this study and change the gender of the teacher.

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