Christie P. Karpiak, James P. Buchanan, Megan Hosey, and Allison Smith, Department of Psychology, University of Scranton.
UNIVERSITY STUDENTS FROM SINGLE-SEX AND COEDUCATIONAL HIGH SCHOOLS: DIFFERENCES IN MAJORS AND ATTITUDES AT A CATHOLIC UNIVERSITY
Version of Record online: 6 AUG 2007
Psychology of Women Quarterly
Volume 31, Issue 3, pages 282–289, September 2007
How to Cite
Karpiak, C. P., Buchanan, J. P., Hosey, M. and Smith, A. (2007), UNIVERSITY STUDENTS FROM SINGLE-SEX AND COEDUCATIONAL HIGH SCHOOLS: DIFFERENCES IN MAJORS AND ATTITUDES AT A CATHOLIC UNIVERSITY. Psychology of Women Quarterly, 31: 282–289. doi: 10.1111/j.1471-6402.2007.00371.x
We would like to thank Dr. John C. Norcross for his helpful comments on an earlier version of this article. Preliminary findings from the first study were presented at the Biennial Meeting of the Society for Research in Child Development in Atlanta in April 2005 and portions of the second study were presented at the Eastern Psychological Association meeting in Boston in March 2005.
- Issue online: 6 AUG 2007
- Version of Record online: 6 AUG 2007
- Initial submission: March 28, 2006Initial acceptance: December 31, 2006Final acceptance: April 2, 2007
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.