Coeducation and Gender Identity Formation: A comparative analysis of secondary schools in Belgium

Herman Brutsaert

36 citations0/0 files storedBritish Journal of Sociology of Education

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Gender, Sexuality, and Education Gender and Feminist Studies Gender Roles and Identity Studies

Abstract

Present analysis focuses on the way girls and boys perceive their gender identity in mixed or single-sex schools. Use was made of data concerning 6427 third-year pupils from 25 coeducational and 43 single-sex (21 girls and 22 boys schools) academically oriented secondary schools in Belgium. A multilevel analysis (Hierarchical Linear Modeling) was performed controlling for parental socioeconomic status (SES), academic performance, curriculum enrolment, parental support and school mean SES. It was mainly found that coeducational school girls not only tend to identify themselves more strongly in terms of feminine traits than single-sex school girls, but also in terms of masculine traits, even though their classroom behaviour appears to be much more inhibited.

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References

1974The measurement of psychological androgyny.1949The Second Sex 1990Gender and relationships: A developmental account.1995Gender Play: Girls and Boys in School.1989Home Advantage: Social Class and Parental Intervention in Elementary Education 1998The two sexes: growing up apart, coming together 1994Gender Play: Girls and Boys in School.1991Of Human Bonding: Parent-Child Relations Across the Life Course.

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2009Gender and Competition 2004Gender context of the school and study culture, or how the presence of girls affects the achievement of boys 2013Gender Role Attitudes of Female Students in Single-Sex and Coeducational High Schools in Istanbul 2011The role of ‘Other Women’ in current educational transformations 2011Maternal Attachment and Television Viewing in Adolescents’ Sexual Socialization: Differential Associations Across Gender 2006Gender‐role identity and perceived peer group acceptance among early adolescents in Belgian mixed and single‐sex schools

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