Subject Preference and Choice in Co‐educational and Single‐sex Secondary Schools

Abstract

Summary. The subject preferences and subject choices of 1,204 pupils in 19 secondary schools were investigated. Sex‐linked polarisation of subject preferences were more marked in co‐educational than in single‐sex schools. An investigation of the effect of attitudes towards teachers showed a relationship between liking for teacher and subject preference, but not subject choice. The results are discussed in relation to the current reorganisation of secondary schools along co‐educational, as well as comprehensive, lines.

Intentions of young students to enroll in science courses in the future: An examination of gender differences

“…Studies of subject preferences of males and females found that certain subjects are perceived as masculine or feminine by elementary school students even as early as kindergarten (Baker, 1990;Farenga, 1995;Ormerod, 1975;Shroyer, Powell, & Backe, 1991). Subjects such as mathematics, physics, and chemistry are considered masculine, whereas subjects such as biology, language, and art are perceived as feminine.…”

“…Several reasons have been cited for the relative difficulty of the physical sciences: the mismatch of content with students' cognitive ability (Flowers, 1967); poor psychological ordering of material (Ormerod, 1975); lack of horizontal alignment of mathematics skills and science curriculum (Crofts, 1971); and difficulty due to technical language (Lemke, 1990;Ramsey & Howe, 1969).…”

“…Research of early interest in science (Brandwein, 1951;Roe, 1952;Walberg, 1991;Zim, 1941), perception of science courses (Baker, 1990;Chambers, 1983;Ormerod, 1975;Walberg, 1967), and gender-role stereotyping (Eccles, 1985;Eccles, Adler, & Kaczala, 1982;Reis & Callahan, 1989;Sadker & Sadker, 1985) have all been cited as influential factors of gender differences in science.…”

Measuring attitude towards RE: factoring pupil experience and home faith background into assessment

“…RE particularly needs a 'liberating' approach to study in view of religious apathy previously described in British adolescents (Savage et al 2006). Moreover, the overall subject placement has long found RE consistently below Geography in the subject 'league tables' (Williams and Finch 1968;Ormerod 1975;Harvey 1984;Colley and Comber 2003, 66) and with a continued lower status in the curriculum (Hendley et al 1996). A general survey of adolescents' attitude to RE by Kay (1996) found that only 33% thought RE should continue to be taught in school and only 6% thought daily collective worship should continue.…”

Educational Environment (Coeducation / Segregated) and the Progress of Speaking Ability among Iranian EFL Students

“…Regarding academic performance, he found that girls' educational advancement was not disadvantaged by coeducation; yet, the results indicated some disadvantages for girls, particularly in mathematics. A line of parallel researches done in the UK in the 1970s and 1980s also, showed that female students tended to have higher progress in segregated schools (Ormerod, 1975;Deem, 1984).…”