For Girls Only: Making a Case for Single-Sex Schooling [Paperback]

Janice L. Streitmatter (Author)

Book Description

Publication Date: January 28, 1999

For Girls Only examines research and public policy regarding single-sex schooling, especially girls-only classes in public, coeducational schools. Since the passage of Title IX in 1972, which calls for equal access and participation regardless of gender, educators have attempted to address gender equity issues in schools. Current research on the progress of female students in U.S. public schools suggests that efforts have not sufficiently addressed concerns such as academic under-achievement in the areas of math and science, lower self-esteem from the advent of early adolescence, and vulnerability to sexual harassment. Despite Title IX, some educators have turned to the creation of single-sex classes and programs for female students in order to better address these critical issues. This book examines the longitudinal results of one study, reviews other research, and considers policy implications in conflict with Title IX.

Editorial Reviews

From the Back Cover

"This book begins where others end-by addressing issues about the legality of single-sex schools and classes and the dilemmas they pose for teachers and administrators. The whole book is very insightful and brilliant." - Cornelius Riordan, Providence College

For Girls Only examines research and public policy regarding single-sex schooling, especially girls-only classes in public, coeducational schools. Since the passage of Title IX in 1972, which calls for equal access and participation regardless of gender, educators have attempted to address gender equity issues in schools. Current research on the progress of female students in U.S. public schools suggests that efforts have not sufficiently addressed concerns such as academic under-achievement in the areas of math and science, lower self-esteem from the advent of early adolescence, and vulnerability to sexual harassment. Despite Title IX, some educators have turned to the creation of single-sex classes and programs for female students in order to better address these critical issues. This book examines the longitudinal results of one study, reviews other research, and considers policy implications in conflict with Title IX. --This text refers to an out of print or unavailable edition of this title.

About the Author

Janice L. Streitmatter is Associate Professor of Educational Psychology and Associate Dean of the College of Education at the University of Arizona, Tucson. She is the author of Toward Gender Equity in the Classroom: Everyday Teachers' Beliefs and Practices, also published by SUNY Press.

Product Details

• Paperback: 155 pages
• Publisher: State University of New York Press (January 28, 1999)
• Language: English
• ISBN-10: 079144094X
• ISBN-13: 978-0791440940
• Product Dimensions: 8.8 x 6.1 x 0.5 inches
• Shipping Weight: 9.6 ounces (View shipping rates and policies)
• Average Customer Review: 4.0 out of 5 stars  See all reviews (1 customer review)
• Amazon Best Sellers Rank: #582,049 in Books (See Top 100 in Books)

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Customer Reviews

Most Helpful Customer Reviews

13 of 15 people found the following review helpful:

4.0 out of 5 stars A Good Argument for All Girl Schools, October 16, 2000

By 

"laikaskipper" (Marlborough, CT USA) - See all my reviews

This review is from: For Girls Only: Making a Case for Single-Sex Schooling (Paperback)

This book addresses the issues related to gender that girls are confronted with in a school setting. These issues include diminished self-esteem that girls often experience in early adolescence, diminished academic performance in math and science, and intimidation and sexual harassment by the other sex in or outside the classroom. All girl schools may provide environments for girls free of intimidation and competition with the other sex. Here, girls can thrive, be more self-confident, improve their self-esteem, and achieve better academic performance in subjects typically considered male oriented, like science and math.

Janice Streimatter gives, first a brief overview of the history, policy, and recent research done on girls-only schools. Streitmatter then presents a summary of interviews with educators and girls from all girl schools and all girl classes from different socioeconomic backgrounds. These interviews prove to be particularly powerful in establishing a need for such schools. Finally, tha author raises some questions regarding the legal aspects of single-sex schooling.

Title IX calls for equal access and participation in school regardless of gender. While this law was intended to create equality for both sexes in school, the reality is much different. Classrooms remain places where males are dominant and females feel less than equal. Hence, some feel the need to create public all-girl schools and classes. Such schools, however, would represent a violation of public law. The author clearly states that the development of such schools must be acknowledged as legitimate at the federal level. This crucial step, she suggests, should be followed by the appropriate training of students, parents, teachers, and administrators regarding gender equality.

In short, "For Girls Only" deals with a controversial topic and presents a good argument for all girl schools.