In 2005, Mael et al. (see reference below) published a systematic review on the single-sex vs. coeducational schooling topic. They found a little advantage for single-sex schools. However, in 2014, Pahlke et al. contradicted their results through a meta-analysis. Also, Signorella et al. published a study specifically describing the weaknesses of the Mael et al. publication. Does someone know if the 2005 authors had answered any of them?
- Mael, F., Alonso, A., Gibson, D., Rogers, K., & Smith, M. (2005). Single-sex versus coeducational schooling: A systematic review. (No. 2005–01). Washington, DC: U.S. Department of Education, Office of Planning, Evaluation and Policy Development, Policy and Program Studies Service.
- Pahlke, E., Hyde, J. S., & Allison, C. M. (2014). The Effects of Single-Sex Compared With Coeducational Schooling on Students’ Performance and Attitudes: A Meta-Analysis. Psychological Bulletin. doi: 10.1037/a0035740
- Signorella, M., Hayes, A., & Li, Y. (2013). A Meta-Analytic Critique of Mael et al.’s (2005) Review of Single-Sex Schooling. Sex Roles, 69(7-8), 423-441. doi: 10.1007/s11199-013-0288-x
Hola, Enrique!
You could contact the authors directly, e.g. Fred:
Fred A. Mael: [email protected]
He is even a member of RG: https://www.researchgate.net/profile/Fred_Mael
Thank you, Roland. However, it doesn't seem to be his e-mail anymore. Regarding his RG profile, I'm afraid he doesn't check it so often. Thanks anyway.
Comparison between schooling outcomes and school gender context must always attend to time and cultural context. Meta analyses tend to disregard both these features as they assemble numbers of studies across time and place, thus assuming sex differences comprise a constant variable. To some degree this complication explains some of the different outcomes in studies of single sex vs Coeducation and is the reason this old chestnut keeps recurring in research. Fifty years ago many western nations single sex schooling produced higher achievement levels for male and female students. Nowadays in societies less marked by gender differentiated culture one is less likely to find differences in schooling outcomes related to school gender context.
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