The Role of Single-Sex Education in the Academic Engagement of College-Bound Women: A Multilevel Analysis

Author(s): Linda J. Sax, Tiffani A. Riggers, M. Kevin Eagan
Institution: UCLA
Year of Study: 2013
The Role of Single-Sex Education in the Academic Engagement of College-Bound Women: A Multilevel Analysis

The study addresses whether levels of academic engagement differ between single-sex and coeducational settings. The study uses self-reported survey data and multilevel modeling to address secondary school-level effects in a national sample of women entering college. The analyses suggest that attendance at a single-sex high school remains a significant predictor of academic engagement even after controlling for the confounding role of student background characteristics, school-level features, and peer contexts within each school. Specifically, women attending all-girls high schools report high levels of academic engagement across numerous fronts: studying individually or in groups, interacting with teachers, tutoring other students, and getting involved in student organizations. However, these results may also be attributed to other features that differentiate single-sex from coeducational schools, such as smaller enrollments and racial/ethnic diversity of the schools in this study.

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