Review of High schools and sex education.

1925 ◽  
Vol 19 (4) ◽  
pp. 443-443
Author(s):  
A. M. Jordan
Keyword(s):  
High Schools ◽  
Sex Education

The Role of Single-Sex Education in the Academic Engagement of College-Bound Women: A Multilevel Analysis

2013 ◽  
Vol 115 (1) ◽  
pp. 1-27
Author(s):  
Linda J. Sax ◽  
Tiffani A. Riggers ◽  
M. Kevin Eagan
Keyword(s):  
Public Schools ◽  
High Schools ◽  
Sex Education ◽  
Academic Engagement ◽  
Research Question ◽  
School Level ◽  
Future Research ◽  
Single Sex ◽  
Single Sex Education

Background/Context As opportunities for public and private single-sex education have expanded, the debate surrounding this issue has become more heated. Recent reviews of research on single-sex education have concluded that the evidence is mixed, due in large part to the difficulty of attributing differences between single-sex and coeducational students specifically to the single-sex nature of their experience, as opposed to other differences between single-sex and coeducational schools and their attendees. This study comes at a time of renewed national interest in the value and appropriateness of single-sex education, especially as changes to Title IX have expanded the opportunities to establish single-sex classes and activities, and contributes new data with a focus exclusively on the academic engagement of female students from single-sex and coeducational high schools. Purpose/Objective/Research Question/Focus of Study This study addresses whether levels of academic engagement differ between single-sex and coeducational settings. Research Design The study uses self-reported survey data and multilevel modeling to address secondary school-level effects in a national sample of women entering college. Findings/Results The analyses suggest that attendance at a single-sex high school remains a significant predictor of academic engagement even after controlling for the confounding role of student background characteristics, school-level features, and peer contexts within each school. Specifically, women attending all-girls high schools report higher levels of academic engagement across numerous fronts: studying individually or in groups, interacting with teachers, tutoring other students, and getting involved in student organizations. However, these results may also be attributed to other features that differentiate single-sex from coeducational schools, such as smaller enrollments and racial/ethnic diversity of the schools in this study. Conclusions/Recommendations Although the results of this study support the claims that all-female environments provide a unique opportunity for young women to thrive, these results should be interpreted with some caution. Because of the limitations of the study, it is difficult to make definitive inferences about the relationship between single-sex education and academic engagement, and we cannot assert with confidence that school gender alone is responsible for higher academic engagement. The study points the way for future research that further distinguishes the role of individual and school-level attributes and ideally examines this issue using longitudinal data. Finally, given the current expansion of single-sex education in the public schools, future research ought to employ these methodological advances in studies on single-sex public education and should consider the consequences of single-sex settings for both female and male students.

Evaluation outcomes of a sex education strategy in high schools of Pavia (Italy)

2015 ◽  
Vol 23 (2) ◽  
pp. 15-29 ◽  
Author(s):  
Emanuela Benni ◽  
Sara Sacco ◽  
Leonardo Bianchi ◽  
Roberto Carrara ◽  
Chiara Zanini ◽  
...  
Keyword(s):  
High Schools ◽  
Sex Education ◽  
Education Strategy

SEX EDUCATION IN HIGH SCHOOLS

1944 ◽  
Vol 99 (4) ◽  
pp. 454
Author(s):  
John Newton Baker
Keyword(s):  
High Schools ◽  
Sex Education

Sex Education, Condom Access, and Contraceptive Referral in U.S. High Schools

2019 ◽  
Vol 36 (5) ◽  
pp. 325-329
Author(s):  
Lauren N. Maziarz ◽  
Joseph A. Dake ◽  
Tavis Glassman
Keyword(s):  
High School ◽  
High School Students ◽  
High Schools ◽  
Sex Education ◽  
The United States ◽  
School Superintendents ◽  
School Students ◽  
Contraceptive Services ◽  
Comprehensive Sex Education ◽  
Condom Access

In the United States, sex education in schools varies significantly across districts. Many schools operate without state-guided health education curricula, leaving decisions up to individual districts. The purpose of this study was to explore what type of sex education is being offered in U.S. high schools in addition to assessing the frequency of condom access and contraceptive referral. A total of 772 high school superintendents were surveyed with a response rate of 40.4% ( n = 297). Data show most districts teach comprehensive sex education (63%), while only 7% of districts offer condoms to high school students. Twenty-nine percent of superintendents reported their district refers out for contraceptive services to a variety of agencies. School nurses can use this information to inform health policy discussions in their district as well as advocate for awareness among district officials regarding existing health service offerings.

scholarly journals High Schools and Sex Education

1940 ◽  
Vol 30 (5) ◽  
pp. 556-556
Author(s):  
P. K. Houdek
Keyword(s):  
High Schools ◽  
Sex Education

University Students from Single-Sex and Coeducational High Schools: Differences In Majors and Attitudes at a Catholic University

2007 ◽  
Vol 31 (3) ◽  
pp. 282-289 ◽  
Author(s):  
Christie P. Karpiak ◽  
James P. Buchanan ◽  
Megan Hosey ◽  
Allison Smith
Keyword(s):  
High Schools ◽  
Secondary Education ◽  
Sex Education ◽  
First Year Students ◽  
College Majors ◽  
Single Sex ◽  
Catholic University ◽  
Gender Neutral ◽  
Coeducational High Schools ◽  
Egalitarian Attitudes

We conducted an archival study at a coeducational Catholic university to test the proposition that single-sex secondary education predicts lasting differences in college majors. Men from single-sex schools were more likely to both declare and graduate in gender-neutral majors than those from coeducational schools. Women from single-sex schools were more likely to declare gender-neutral majors, but were not different from their coeducated peers at graduation. A second study was conducted with a sample of first-year students to examine the correspondence between egalitarian attitudes, single-sex secondary education, and major choice. Egalitarianism was higher in students in nontraditional majors, but did not correspond in expected ways with single-sex education. Men from single-sex schools were less likely to hold egalitarian attitudes about gender roles, whereas women from single-sex and coeducational high schools did not differ in egalitarianism. Taken together, our results raise questions about the potential of single-sex high schools to reduce gender-stratification in professions.

scholarly journals Sex Education in High Schools

1942 ◽  
Vol 32 (12) ◽  
pp. 1410-1410
Author(s):  
C. E. Turner
Keyword(s):  
High Schools ◽  
Sex Education
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