Single-Sex Education for Girls' Self-Worth

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dc.contributor.advisorTaira, Derek
dc.contributor.authorWengronowitz, Tara Jean
dc.contributor.departmentEducational Foundations
dc.date.accessioned2021-02-08T21:18:39Z
dc.date.available2021-02-08T21:18:39Z
dc.date.issued2020
dc.description.abstractAdolescent 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.
dc.description.degreeM.A.
dc.identifier.urihttp://hdl.handle.net/10125/73333
dc.languageeng
dc.publisherUniversity of Hawaii at Manoa
dc.subjectEducation
dc.titleSingle-Sex Education for Girls' Self-Worth
dc.typeThesis
dc.type.dcmiText
local.identifier.alturihttp://dissertations.umi.com/hawii:10828

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