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Autor:innen: 
Erscheinungsjahr: 
2007
Schriftenreihe/Nr.: 
Diskussionsbeitrag No. 369
Verlag: 
Leibniz Universität Hannover, Wirtschaftswissenschaftliche Fakultät, Hannover
Zusammenfassung: 
Discussions on the benefits of single-gender education on girls’ science outcomes are popular in the German education literature. However, most empirical evidence tends to be qualitative work and the causal effects of single-gender education are hardly identified using appropriate statistical methods. This paper provides insights from a recent single-gendereducation school project conducted in computer science classes at a German lower secondary school. About 80 students participated in this intervention study repeatedly answering specifically designed questionnaires and tests. The project fails to identify positive effects from single-gender education but the interpretation is impeded by several confounding factors. When directly asked, most students prefer to be educated in mixed-gender groups, while the participating teachers judge their teaching experience with the project groups in favour of singlegender education.
Schlagwörter: 
gender
education
identification
coeducation
segregation
experiments
JEL: 
I21
J16
Dokumentart: 
Working Paper

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