{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/22712"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/22712","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Relative effects of coeducation and single-sex schools on students' schooling, affection, and career choice: Exploring conventional and feminist perspectives","abstract":"With the purpose of investigating whether two different secondary school types--single-sex and coeducational school--yield different schooling processes and outcomes, four major questions were raised: (a) Do the single-sex secondary schools affect students' schooling experiences? (b) Do the single-sex secondary schools directly or indirectly affect students' affective development? (c) Do the single-sex secondary schools directly or indirectly affect students' sense of their future? (d) Do the single-sex secondary schools directly or indirectly affect students' attainment of early occupation?","abstract_html":"With the purpose of investigating whether two different secondary school types--single-sex and coeducational school--yield different schooling processes and outcomes, four major questions were raised: (a) Do the single-sex secondary schools affect students' schooling experiences? (b) Do the single-sex secondary schools directly or indirectly affect students' affective development? (c) Do the single-sex secondary schools directly or indirectly affect students' sense of their future? (d) Do the single-sex secondary schools directly or indirectly affect students' attainment of early occupation?","abstract_has_math":false,"creators":["Min, Moo-Suk"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Trent, William T."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-05-07T13:48:58Z","date_published":"2011-05-07T13:48:58Z","updated_at":"2026-07-22T22:25:20Z","subjects":["Education, Sociology of","Education, Secondary"],"languages":["eng"],"rights":["Copyright 1991 Min, Moo-Suk"],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9124461","(UMI)AAI9124461"],"render_values":[{"text":"AAI9124461","href":null,"code":true},{"text":"(UMI)AAI9124461","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/22712","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Trent, William T."]},{"key":"dc:creator","label":"Author","values":["Min, Moo-Suk"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2011-05-07T13:48:58Z","10000-01-01","1991"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Sociology of","Education, Secondary"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 1991 Min, Moo-Suk"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9124461","(UMI)AAI9124461","http://hdl.handle.net/2142/22712"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["With the purpose of investigating whether two different secondary school types--single-sex and coeducational school--yield different schooling processes and outcomes, four major questions were raised: (a) Do the single-sex secondary schools affect students' schooling experiences? (b) Do the single-sex secondary schools directly or indirectly affect students' affective development? (c) Do the single-sex secondary schools directly or indirectly affect students' sense of their future? (d) Do the single-sex secondary schools directly or indirectly affect students' attainment of early occupation?","The High School and Beyond data set (sophomore file) was used for this study. Samples for analysis are confined to Catholic private schools because single-sex schools are rare in American public schools. This study used path analysis via multiple regression technique in order to examine the short- and long-term effects of school types.","Major findings of this study were: (a) Single-sex school significantly influenced the schooling experiences of students, regardless of sex, during their secondary school period. (b) In regard to affective aspects of students, rather than school type, other background factors and initial effects were more influential. However, single-sex school type appeared to affect indirectly students' affective development through schooling experiences. (c) Single-sex school had direct effects on students on the selection of major in college; positive for girls, and negative for boys. In terms of occupational aspiration, there was no direct effect of school type for either sex. (d) Several intervening variables mediated the effect of school type on occupational aspiration and attainment of girls.","Discussions were given in relation to the feminist perspective on the effects of single-sex schools. Theoretical and practical implications were suggested.","Made available in DSpace on 2011-05-07T13:48:58Z (GMT). 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(b) Do the single-sex secondary schools directly or indirectly affect students' affective development? (c) Do the single-sex secondary schools directly or indirectly affect students' sense of their future? (d) Do the single-sex secondary schools directly or indirectly affect students' attainment of early occupation?","The High School and Beyond data set (sophomore file) was used for this study. Samples for analysis are confined to Catholic private schools because single-sex schools are rare in American public schools. This study used path analysis via multiple regression technique in order to examine the short- and long-term effects of school types.","Major findings of this study were: (a) Single-sex school significantly influenced the schooling experiences of students, regardless of sex, during their secondary school period. (b) In regard to affective aspects of students, rather than school type, other background factors and initial effects were more influential. However, single-sex school type appeared to affect indirectly students' affective development through schooling experiences. (c) Single-sex school had direct effects on students on the selection of major in college; positive for girls, and negative for boys. In terms of occupational aspiration, there was no direct effect of school type for either sex. (d) Several intervening variables mediated the effect of school type on occupational aspiration and attainment of girls.","Discussions were given in relation to the feminist perspective on the effects of single-sex schools. Theoretical and practical implications were suggested.","Made available in DSpace on 2011-05-07T13:48:58Z (GMT). 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