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    The Effects of Single Gender Versus Coeducational Environments on the Self-Esteem Development and Academic Competence of High School Females
    The Effects of Single Gender Versus Coeducational Environments on the Self-Esteem Development and Academic Competence of High School Females
    The Effects of Single Gender Versus Coeducational Environments on the Self-Esteem Development and Academic Competence of High School Females
    Ebook135 pages1 hour

    The Effects of Single Gender Versus Coeducational Environments on the Self-Esteem Development and Academic Competence of High School Females

    By Dr. Carol Langlois

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    About this ebook

    Dissertation
    the primary purpose of this study was to investigate the relationship between the decline of self-esteem and perceived academic competence among 15-year-old high school females in the Bay Area. This study looked at the relationship between adolescent males and females in a coeducational classroom setting and investigated how the male presence may affect female self-esteem development. In addition, this study explored how the lack of male presence at an all-female institution may affect female self-esteem development. This study employed a mixed methodology approach. A survey design was used with follow-up face-to-face interviews to add richness to the researcher's findings. The results showed that girls from single gender schools were more academically focused while the girls attending the coeducational schools were more socially focused. All the girls in the study felt they could do better academically and claimed having low to moderate levels of self-esteem, yet they maintain strong GPAs. The results presented indicate clearly that self-esteem perception among 15-year-old girls is low regardless of school type.

    LanguageEnglish
    PublisherDr. Carol Langlois
    Release dateJan 14, 2012
    ISBN9781466178717
    The Effects of Single Gender Versus Coeducational Environments on the Self-Esteem Development and Academic Competence of High School Females
    Author

    Dr. Carol Langlois

    Dr Carol is a former University Associate Provost and Dean, trained therapist, researcher, educational consultant and writer. During her training, she counseled hundreds of clients in one-on-one sessions as well as in group settings where her work was with college freshman dealing with transitional and developmental issues on campus. Her primary research focus is female self-esteem development among teens. Her dissertation topic “The effects of single gender versus coeducational environments on the self-esteem development and academic competence of high school females” focused on 15 year old girls in the Bay Area where her research findings showed disturbingly low levels of self-esteem across the board. This staggering discovery has led her to further research this topic. In 2014, she published her book, Girl Talk: Boys, Bullies and Body Image which is a compilation of interviews with teens girls on the topic of self-esteem while offering an effective and practical system designed to RAISE (Resilience, Attitude, Independence, Self-Respect and Empowerment) their self-esteem. An adaptation of book is now a play performed in the SF bay area for parents, teens and educators.Presently, she hosts a blog (http://dr-carol.com) to offer practical advise and guidance on self-esteem issues as a tool for parents and teens. She also tweets articles, tips and blog posts related to self-esteem under the name SelfEsteemDean http://twitter.com/selfesteemdean. Dr Carol can also be found on fb @ https://facebook.com/selfesteemcoach, Linkedin http://linkedin.com/in/drclanglois and twitter @drcarollanglois.EducationDoctorate in Education from the University of San FranciscoMaster of Arts in Counseling Psychology from Fairfield UniversityBachelor of Science in Psychology from Salem State College

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      Book preview

      The Effects of Single Gender Versus Coeducational Environments on the Self-Esteem Development and Academic Competence of High School Females - Dr. Carol Langlois

      THE EFFECTS OF SINGLE GENDER VERSUS COEDUCATIONAL ENVIRONMENTS ON THE SELF-ESTEEM DEVELOPMENT AND ACADEMIC COMPETENCE OF HIGH SCHOOL FEMALES

      A Dissertation Presented to

      The Faculty of the School of Education International and Multicultural Education Department

      University of San Francisco

      In Partial Fulfillment Of the Requirements for the Degree Doctor of Education

      by

      Carol Langlois

      _

      Smashwords Edition

      Copyright 2012 Carol Langlois

      License Notes: This ebook is licensed for your personal enjoyment only. This ebook may not be re-sold or given away to other people. If you would like to share this ebook with another person, please purchase an additional copy for each person you share it with. If you’re reading this book and did not purchase it, or it was not purchased for your use only, then you should return to Smashwords.com and purchase your own copy. Thank you for respecting the hard work of this author.

      TABLE OF CONTENTS

      Detailed Table of Contents

      List of Tables

      List of Figures

      CHAPTER I: THE RESEARCH PROBLEM

      CHAPTER II: REVIEW OF LITERATURE

      CHAPTER III: METHODOLOGY

      CHAPTER IV: FINDINGS

      CHAPTER V: CONCLUSIONS, IMPLICATIONS, AND RECOMMENDATIONS

      REFERENCES

      APPENDIX A : Academic Self-Esteem Perception Questionnaire

      APPENDIX B : Letter to Validity Panel

      APPENDIX C : Validity Panel Evaluation Form

      APPENDIX D : Demographic Checklist

      APPENDIX E : Composition of Validity Panel for Survey

      APPENDIX F: IRBPHS Approval

      APPENDIX G : Interview Questions

      APPENDIX H : School Permission Forms

      APPENDIX I: Informed Consent

      APPENDIX J: Student Pre-notification Letter, Student Pre-notification Letter

      DETAILED TABLE OF CONTENTS

      List of Tables

      List of Figures

      CHAPTER I

      THE RESEARCH PROBLEM

      Introduction

      Research Problem

      Research Purpose

      Background and Need

      Conceptual Framework

      Research Questions

      Limitations

      Delimitations

      Significance

      Conclusion

      Definition of Terms

      CHAPTER II

      Introduction

      History of Catholic Education

      The Single-Gender and Coeducational Controversy

      Self-Esteem and Adolescent Females

      Adolescent Females and the Classroom Experience

      Conceptual Framework

      Analysis of Erikson by Contemporaries

      Summary

      CHAPTER III

      Restatement of the Problem

      Research Methodology and Design

      Population and Sample

      Instrumentation

      Academic Self-Esteem Perception Questionnaire

      Validity

      Reliability

      Interviews

      Collection of Survey Data

      Analysis of Survey Data

      Collection of Interview Data

      Analysis of Interview Data

      CHAPTER IV

      Introduction

      Survey Results

      Analysis

      Survey Summary

      Interview Themes

      Single Gender Schools

      Academic Advantages and Disadvantages

      Self-esteem

      Academic Competence

      Coeducational Schools

      Academic Advantages and Disadvantages

      Self-esteem

      Summary

      CHAPTER V

      Introduction

      Major Conclusions

      Implications

      Recommendations for Practice

      Recommendations for Future Research

      Summary of this Study

      REFERENCES

      APPENDIXES

      APPENDIX A

      Academic Self-Esteem Perception Questionnaire

      APPENDIX B

      Letter to Validity Panel

      APPENDIX C

      Validity Panel Evaluation Form

      APPENDIX D

      Demographic Checklist

      APPENDIX E

      Composition of Validity Panel for Survey

      APPENDIX G

      Interview Questions

      APPENDIX H

      School Permission Forms

      APPENDIX I

      Informed Consent

      APPENDIX J

      Student Pre-notification Letter

      Student Pre-notification Letter

      LIST OF TABLES

      1. School Achievement Comparing Three Types of Schools

      2. Achievement Between Sophomore and Senior Year

      3. Self-Esteem by Gender and Grade

      4. Research, Survey, and Interview Matrix

      5. Relationship Between Research Question One and Survey Questions 2, 4-7, 13-15, 20, and 25

      6. Relationship Between Research Question Two and Surveys Questions 16, 17, 18, and 19

      7. Relationship Between Research Question Three and Survey Questions 21, 22, 23, and 24

      8. Relationship Between Research Questions Two and Three and Survey Questions 1, 3, 8, 9, 11, and 12

      9. T-test Analysis

      10. Interview Matrix

      LIST OF FIGURES

      1. Erikson’s Theory of Psychosocial Stage Development

      2. The Academic Performance (GPA) of 100 Girls Attending Single and Coeducational High Schools in the Bay Area

      3. The Self-Esteem Measure for 100 Girls Attending Single and Coeducational High Schools in the Bay Area

      4. The Social Competence Measure for 100 Girls Attending Single and Coeducational High Schools in the Bay Area

      CHAPTER I

      THE RESEARCH PROBLEM

      Introduction

      Self-esteem is a global concept of self worth. It is defined as how well one likes who they perceive themselves to be and how much a person likes, accepts, and respects himself or herself overall as a person (Bandura, 1986; Erikson, 1966; Harter, 1988). What matters for self-esteem is the degree of discrepancy between the value an individual places on some skill or quality and the amount of that skill or quality the individual sees himself or herself as having (Harter, 1988, 1990). Healthy self-esteem can serve much like a shield of armor against the challenges of the world. Self-esteem is not a fixed concept and it changes throughout one’s lifespan (Chapman & Mullis, 2002; Erikson, 1966; Harter, 1988). It is ever evolving and frequently fine-tuned, affected by an individual’s experiences and perceptions.

      This view differs from self-concept, which is defined as how one sees him/herself in the context of the world. When referring to self-concept, the question Who am I? becomes supreme (Bandura, 1986; Piaget, 1977). The foundation of self-concept occurs in infancy with the relationship of mother and child (Erikson, 1963; Piaget, 1977). The infant realizes that he/she is a separate object from others, most specifically the mother. The formation of age appropriate self-concept is necessary in planting the seeds for self-esteem development. Therefore, positive self-esteem is built upon accurate and age appropriate self-concept. With age, self- concept becomes less concrete and more abstract as children start to see themselves in relation to the others around them (Piaget, 1977). By the time of high school self-concept is not only a physical, but an abstract construct as well. Unlike self-esteem, self-concept is an enduring construct and does not change with age; it simply gains intellectual maturity. For purposes of this research study, the focus will be on self-esteem of the individual and not the self-concept; therefore, the construct of self-esteem will be explored more thoroughly than the construct of self-concept.

      Self-esteem can be influenced heavily by external factors and measured by societal standards. Peers can be a major influence on a child’s self-esteem especially during the critical period of adolescence called high school (Harter, 1990; Lee & Marks, 1992). Adolescents spend more time in the classroom with peers than at home with family members (American Association of University Women, 1995). Erikson (1966) maintained that an adolescent’s peer network could directly define approval or disapproval for one’s acts and behaviors. This peer influence can impact future choices and actions based on past experiences, directly shaping who one becomes. However, with age and maturity comes the ability to view personal actions realistically through a self-determined lens and not society’s viewpoint (Erikson, 1963). During adolescence many of these core values and beliefs about self begin to take shape and the relationships built have an influence on that development. Subsequently, as the adolescent gets older, he/she will choose environments and situations that are congruent with his/her beliefs about self.

      Family can be another factor which may contribute to the rise or fall of positive self-esteem (Harter, 1988). Messaging by parents is often a powerful tool for building self-esteem. Children who feel heard by their parents and perceive themselves as important to the make up of the family tend to have more positive self-esteem. Adolescents, who feel well liked by their parents, tend to have higher self-esteem (Coleman, 1961). Children who hear positive affirmations that they are pretty, smart, or good athletes tend to have higher self- esteem as well (Harter, 1990). Language in the home can have a direct

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