Boys are more likely to perform well in schools with a higher proportion of girls. Studying the reading test scores of more than 200,000 15-year-olds from over 8000 mixed-sex schools around the world, researchers discovered that boys’ performance was significantly better in schools where more than 60% of the pupils were girls.
The impact of sharing classrooms with girls on boys’ education is explored in a new study published in School Effectiveness and School Improvement.
The results suggest that single-sex schools and vocational education, where subjects are often heavily weighted towards a particular gender, may not be beneficial to boys’ learning. Policymakers should therefore consider introducing measures which encourage more equal gender distribution in schools.
However, the authors call for further research to establish how far the school-level discrepancies are replicated within the classroom, and whether the differences are present in other subject areas.
The study focused on boys’ reading performance, showed that while boys’ reading performance was generally lower than girls’, classrooms with greater gender balance saw improved reading outcomes for boys.
Lead author Dr Margriet van Hek, from Utrecht University, commented: “Boys’ poorer reading performance really is a widespread, but unfortunately also understudied, problem. Our study shows that the issue is reinforced when boys attend schools with a predominantly male student population.
“Yet schools can help improve this situation by ensuring a balanced gender distribution in their student population.”
The implication is that the higher the number of girls in the school, the more productive the learning environment. Since boys have previously been shown to be strongly influenced by the school learning environment, they are therefore more likely to benefit from having higher numbers of girls in their school.
The authors suggested that characteristics more commonly associated with girls’ academic behaviour, such as higher levels of concentration and motivation to perform well, may help to explain their positive influence.
Anna Dabrowksi, a Researcher and Lecturer in the Melbourne Graduate School of Education and the School of Languages and Linguistics at the University of Melbourne said:
“The latest study from Dr van Heck adds to a widening body of research challenging the purported benefits of single sex schooling. Facilitating gender equity is an increasingly pressing concern for young people, and segregation of students does little to prepare them for post school trajectories: academically or socially.
“This latest study iterates that students from all gender backgrounds benefit from shared relationships within school settings. When we segregate students on the basis of gender, we deny children the opportunity to make connections that can augment learning and growth.”
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