In this article, we present findings from a study that investigated the relationship between all‐girls classes, all‐boys classes, and coeducational classes on student mathematics self‐concept and student perception of classroom environment. Further, we compared responses of girls in all‐girls classes to girls in coeducational classes and responses of boys in all‐boys classes to boys in coeducational classes. Using the Mathematics Attitude Scale and the What Is Happening in This Class? questionnaire, we found no significant differences in student responses on any of the subscales or domains for any of the subgroups, except for Math as a Male Domain. Our findings indicate that student mathematics self‐concept and student perception of the classroom environment are similar regardless of whether students are in a single‐sex or a coeducational class.

With the introduction of single‐sex classroom settings in coeducational public schools, there is an ongoing debate as to whether single‐sex education may reduce or reinforce traditional stereotypes and gender roles. In this article we present findings from a study that investigated the extent to which mathematics is perceived as a gendered domain among adolescent students enrolled in single‐sex classes and coeducational classes. Further we analyzed the relationships between student characteristics, class‐type, and teacher variables on students' perceptions of gender in mathematics. Findings from this study challenge the traditional view of mathematics as a male domain. Female participants more frequently considered mathematics to be a female domain than the male participants. Male participants, on the other hand, typically did not stereotype the mathematics as a gendered domain. Results from this study do not indicate, for girls at least, that participation in single‐sex classes results in a greater propensity to stereotype mathematics as a gendered domain than would be the case in coeducational classes. This study contributes to the evolving discourse and understanding of adolescents' gendered attitudes and beliefs towards mathematics—especially in light of stereotyped assertions that have a bearing on efforts to promote the learning of mathematics and science.

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