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An Evaluation of Single and Mixed Gender Computer Science Classes

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  • Weber, Andrea Maria

Abstract

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-gender-education 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 single-gender education.

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Bibliographic Info

Paper provided by Leibniz Universität Hannover, Wirtschaftswissenschaftliche Fakultät in its series Hannover Economic Papers (HEP) with number dp-369.

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Length: 76 pages
Date of creation: Jul 2007
Date of revision:
Handle: RePEc:han:dpaper:dp-369

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Keywords: gender; education; identification; coeducation; segregation; experiments;

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  1. James J. Heckman & Jeffrey A. Smith, 1995. "Assessing the Case for Social Experiments," Journal of Economic Perspectives, American Economic Association, vol. 9(2), pages 85-110, Spring.
  2. Black, Sandra E. & Spitz-Oener, Alexandra, 2007. "Explaining Women's Success: Technological Change and the Skill Content of Women's Work," ZEW Discussion Papers 07-033, ZEW - Zentrum für Europäische Wirtschaftsforschung / Center for European Economic Research.
  3. Heckman, James J & Ichimura, Hidehiko & Todd, Petra, 1998. "Matching as an Econometric Evaluation Estimator," Review of Economic Studies, Wiley Blackwell, vol. 65(2), pages 261-94, April.
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