Sullivan, A;
(2009)
Academic self-concept, gender and single-sex schooling.
British Educational Research Journal
, 35
(2)
pp. 259-288.
10.1080/01411920802042960.
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Abstract
This article assesses gender differences in academic self-concept for a cohort of children born in 1958 (the National Child Development Study). It addresses the question of whether attending single-sex or co-educational schools affected students' perceptions of their own academic abilities (academic self-concept). Academic self-concept was found to be highly gendered, even controlling for prior test scores. Boys had higher self-concepts in mathematics and science, and girls in English. Single-sex schooling reduced the gender gap in self-concept, while selective schooling was linked to lower academic self-concept overall.
| Type: | Article |
|---|---|
| Title: | Academic self-concept, gender and single-sex schooling |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/01411920802042960 |
| Publisher version: | http://dx.doi.org/10.1080/01411920802042960 |
| Language: | English |
| Additional information: | This is the peer reviewed version of the following article: Sullivan, A; (2009) Academic self-concept, gender and single-sex schooling. British Educational Research Journal, 35 (2) pp. 259-288, which has been published in final form at: http://dx.doi.org/10.1080/01411920802042960. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving (http://olabout.wiley.com/WileyCDA/Section/id-820227.html#terms). |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Social Research Institute |
| URI: | https://discovery.ucl.ac.uk/id/eprint/1473720 |
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