These are the attitudes that emerged from a survey of St. John’s students regarding coeducation. But before, taking a closer look, let’s dispel some misinformation.

Perhaps you have heard some of the following proclamations regarding the education of young women:

• Girls experience higher achievement in single-sex than in coeducational schools.
• Girls in single-sex schools enjoy higher levels of overall self-esteem in single-sex than in coeducational schools.
• Girls attending coeducational schools tend not to speak up in class in deference to male peers.

Certain statements such as these have emerged because of faulty research comparing achievement and attitudes of students in single-sex vs. coeducational schools. Such findings have been discredited by more recent reports for failing to take into adequate account the socio-economic status of the students involved (See web links below). There is, in fact, no conclusive evidence to support the idea that girls in single-sex schools outperform their peers in coeducational settings (including the areas of math and science) or that they enjoy a higher level of overall self-esteem or self-confidence.

Now, back to our students!

In the fall of 2004, St. John’s conducted a comprehensive survey of students in the Class of 2006. This involved 111 girls and an equal number of boys (85% of the class), assessing students’ experience with coeducation. Results included the following:

Math and Science

When asked to cite their favorite subject, both male and female students listed Math above all others areas of study. This is a clear indication that the math achievement of both girls and boys is strong in the coeducational setting of St. John’s, since students will favor subjects in which they are doing well.

In addition, an equal number of boys and girls cited Science as their favorite subject.

Careers

Another telling question on the survey was, “What kind of job or career would you like to have?” Respondents could list more than one answer. Fifty percent of the careers listed by girls had a math or science foundation – medicine (the most popular response), psychology, engineering, etc.

Although the choice of science-related fields was also strong among boys, more boys than girls selected arts related careers. This would seem to indicate some reversal of “traditional” male and female career choices.

Learning Environment

Ninety-nine percent of girls and 97% of boys agreed that St. John’s provides an orderly environment for learning.* Only four students disagreed.

Plans for College

Ninety-nine percent of respondents agreed with the statement that they intend to go to college. Only one student disagreed. This demonstrates that virtually all boys and girls in this Catholic coed school have aligned their expectations with those of their parents and teachers that they will succeed in high school and continue on to college

.Coed Classrooms

Eight-four percent of both boys and girls disagreed with the statement that they are reluctant to speak up in class because of the presence of students of the opposite sex. (Who says that girls tend to defer to boys in a coed classroom?)

Respect for the Opposite Sex

Ninety-three percent of girls and 92% of boys agreed that attending a coed high school increases students’ respect for persons of the opposite sex.

Behavior

Ninety-four percent of both boys and girls agreed that attending a coeducational school has had a positive impact on their behavior.

Given the responses to this and the previous question, one can, therefore, rightly conclude that coeducation helps students to behave like ladies and gentlemen.

Courses, Sports and Activities

Ninety-five percent of girls and 94% of boys agreed that St. John’s offered the courses, sports or activities suited to their interest and abilities.

This result supports the assertion that a large, coeducational school can provide the widest range of opportunities for student growth, learning and recreation.

Seventy-six percent of females and 81% of males have participated in sports.

These responses lead to the inevitable conclusion that there is equality of opportunity and participation at St. John’s.

Self-Esteem

Ninety-seven percent of female respondents and 94% of males reported at least adequate levels of self-esteem. Sixty-six percent of females and 67% of males reported their self-esteem as being high or very high. Thus, one concludes that students of both sexes enjoy sound levels of self-esteem in our coeducational school.

Importance of Coeducation in School Choice

Respondents were asked to rank the importance of coeducation in the choice to attend St. John’s on a scale of 1 – 10 (with 10 being most important and 1, not important at all).

Sixty-two percent of females gave coeducation a score of 8 – 10. Fifty-five percent of boys awarded these same scores.

High self-esteem, respect for the opposite sex, a positive learning environment, broad participation in sports and activities, better behavior, assertiveness in the classroom, plans for college and ambitious career goals – Sounds as though coeducation is a great way to prepare for life in a coed world.

Q: Doesn't research show an advantage on the part of single-gender schools in the achievement levels and overall self-esteem of young women?

A: Some early research indicating such advantages for single-sex schools was later discredited for failing to take into adequate account the socio-economic status of the students involved.

There is, in fact, no conclusive evidence to support the idea that girls in single-sex schools outperform their peers in coeducational settings (including the areas of math and science) or that they enjoy a higher level of overall self-esteem or self-confidence.

Q: If school type does not impact upon success in school, what does?

A: We believe academic success relies upon the qualities that thrive at St. John’s College High School.

• Strong Curriculum
• High rates of college admission and scholarship awards
• A broad range of courses
• Opportunities for high achievers (e.g. St. John’s De La Salle Scholars Program, Honors and Advanced Placement courses)
• Leadership opportunities
• Environment fostering Christian behavior and attitudes toward gender
• Faculty and staff role models, male and female
• Attention to learning styles based on individual needs and gifts, not on gender
• Orderly environment for learning
• Encouragement of both boys and girls to pursue studies in subject areas according to their gifts and abilities, not according to sexual stereotypes.
• Programs to accommodate special needs (e.g. learning disabilities)
• Range of extracurricular activities and athletics to accommodate a wide range of interests and abilities for boys and girls.
• Strategies to neutralize the negative aspects of the youth culture (e.g. exclusionary cliques, sexual stereotyping, etc.)
• Parental involvement

Q: Does research demonstrate anything regarding the attitudes of boys toward girls in coeducational schools?

A: Although not conclusive, there is some research to indicate that a coeducational setting does help break down sexist attitudes on the part of young men.

Q: Doesn't it make sense that sexual harassment will be a problem in a coeducational school?

A: Not if the school maintains a zero-tolerance policy toward all forms of sexual harassment, as St. John’s does.

Q: I'd like to consult the research on my own. Where can I go for summaries of the research on coeducation and single-gender schools?

We recommend the following web sites:

K-l 2 SINGLE-SEX EDUCATION: WHAT DOES THE RESEARCH SAY?, by Pamela Haag, ERIC Digest, http://www.ericdigests.org/2001-2/sex.html

BROOKINGS PAPERS ON EDUCATION POLICY: 1999, Diane Ravitch, editor, Single-Sex Schooling: Law, Policy and Research, pages 231-279, Rosemary C. Salamone, http://brookings.nap.edu/books/0815773552/html/231.html

"Coeducation facilitates a microcosm of the real world where valuable social skills can be taught. While I attended a unisex school I only socialized with the opposite sex at infrequent parties. The unisex classes did not create an environment where I could learn to work efficiently and effectively with males. It was my last two years at a coed school that helped me acquire socialization skills that will help in further schooling and an eventual job in the work force." - from Coeducation Profits Females by Alice Keating, Professor MacRorie, December, 1998, appearing on the web site, Fresh Writing, http://www.nd.edU/~frswrite/issues/1998-1999/sp99/Keating.shtml.

This is confirmed in an article entitled, K-12 Single Sex Education: What Does the Research Say?*, by Pamela Haag, which reports:

“Research findings are ambiguous concerning the effects of single-sex schools on girls’ achievement. For many studies that did find gaps favoring girls in single-sex schools, once findings were adjusted for socioeconomic or ability variables, these differences diminished.”

Ms. Haag also affirms that, “…research fails to confirm significant gain in girls’ math and science achievement in the single-sex classroom.”

A paper by the Brookings Institution** reports on a NBC Today Show interview conducted with American Association of University Women President Janice Weinmann, in March, 1998, shortly after the release of a major study by the organization. Ms. Weinmann stated:

“Separating by sex is not the solution. Good education is.”