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Single-Sex Education for Girls' Self-Worth

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Title:Single-Sex Education for Girls' Self-Worth
Authors:Wengronowitz, Tara Jean
Contributors:Taira, Derek (advisor)
Educational Foundations (department)
Educational sociology
Women's studies
Date Issued:2020
Publisher:University of Hawai'i at Manoa
Abstract:Adolescent girls currently face sexism, discrimination, and microagressions in coeducational school from teachers, administrators, and peers, which can lead to unhealthy self-esteem, depression, and suicide. This study aims to determine if single-sex schooling is beneficial to girls’ self-worth due to the removal of male students. To test the hypothesis that all-girls schooling leads to empowered students, an online questionnaire was submitted to Juniors and Seniors at one all-girls school. Responses were analyzed using a feminist methodology by placing female student voice in the forefront. The results showed that students at one all-girls school feel successful when their work is determined so by an authority figure within the educational institution. These results suggest that students at one all-girls school are not empowered to determine success for themselves, but instead rely on adults within the educational system to determine when they are successful. Within American society, schools – coeducational and single-sex – exist within a patriarchal society. On this basis, the entire social and educational system should be taken into account when designing an empowering educational setting for girls.
Pages/Duration:77 pages
Rights:All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.
Appears in Collections: M.Ed. - Educational Foundations

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