The Effects of Single Gender Versus Coeducational Environments on the Self-Esteem Development and Academic Competence of High School Females

THE EFFECTS OF SINGLE GENDER VERSUS COEDUCATIONAL ENVIRONMENTS ON THE SELF-ESTEEM DEVELOPMENT AND ACADEMIC COMPETENCE OF HIGH SCHOOL FEMALES

A Dissertation Presented to

The Faculty of the School of Education International and Multicultural Education Department

University of San Francisco

In Partial Fulfillment Of the Requirements for the Degree Doctor of Education

by

Carol Langlois

_

Smashwords Edition

Copyright 2012 Carol Langlois

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TABLE OF CONTENTS

Detailed Table of Contents

List of Tables

List of Figures

CHAPTER I: THE RESEARCH PROBLEM

CHAPTER II: REVIEW OF LITERATURE

CHAPTER III: METHODOLOGY

CHAPTER IV: FINDINGS

CHAPTER V: CONCLUSIONS, IMPLICATIONS, AND RECOMMENDATIONS

REFERENCES

APPENDIX A : Academic Self-Esteem Perception Questionnaire

APPENDIX B : Letter to Validity Panel

APPENDIX C : Validity Panel Evaluation Form

APPENDIX D : Demographic Checklist

APPENDIX E : Composition of Validity Panel for Survey

APPENDIX F: IRBPHS Approval

APPENDIX G : Interview Questions

APPENDIX H : School Permission Forms

APPENDIX I: Informed Consent

APPENDIX J: Student Pre-notification Letter, Student Pre-notification Letter

DETAILED TABLE OF CONTENTS

List of Tables

List of Figures

CHAPTER I

THE RESEARCH PROBLEM

Introduction

Research Problem

Research Purpose

Background and Need

Conceptual Framework

Research Questions

Limitations

Delimitations

Significance

Conclusion

Definition of Terms

CHAPTER II

Introduction

History of Catholic Education

The Single-Gender and Coeducational Controversy

Self-Esteem and Adolescent Females

Adolescent Females and the Classroom Experience

Conceptual Framework

Analysis of Erikson by Contemporaries

Summary

CHAPTER III

Restatement of the Problem

Research Methodology and Design

Population and Sample

Instrumentation

Academic Self-Esteem Perception Questionnaire

Validity

Reliability

Interviews

Collection of Survey Data

Analysis of Survey Data

Collection of Interview Data

Analysis of Interview Data

CHAPTER IV

Introduction

Survey Results

Analysis

Survey Summary

Interview Themes

Single Gender Schools

Academic Advantages and Disadvantages

Self-esteem

Academic Competence

Coeducational Schools

Academic Advantages and Disadvantages

Self-esteem

Summary

CHAPTER V

Introduction

Major Conclusions

Implications

Recommendations for Practice

Recommendations for Future Research

Summary of this Study

REFERENCES

APPENDIXES

APPENDIX A

Academic Self-Esteem Perception Questionnaire

APPENDIX B

Letter to Validity Panel

APPENDIX C

Validity Panel Evaluation Form

APPENDIX D

Demographic Checklist

APPENDIX E

Composition of Validity Panel for Survey

APPENDIX G

Interview Questions

APPENDIX H

School Permission Forms

APPENDIX I

Informed Consent

APPENDIX J

Student Pre-notification Letter

Student Pre-notification Letter

LIST OF TABLES

1. School Achievement Comparing Three Types of Schools

2. Achievement Between Sophomore and Senior Year

3. Self-Esteem by Gender and Grade

4. Research, Survey, and Interview Matrix

5. Relationship Between Research Question One and Survey Questions 2, 4-7, 13-15, 20, and 25

6. Relationship Between Research Question Two and Surveys Questions 16, 17, 18, and 19

7. Relationship Between Research Question Three and Survey Questions 21, 22, 23, and 24

8. Relationship Between Research Questions Two and Three and Survey Questions 1, 3, 8, 9, 11, and 12

9. T-test Analysis

10. Interview Matrix

LIST OF FIGURES

1. Erikson’s Theory of Psychosocial Stage Development

2. The Academic Performance (GPA) of 100 Girls Attending Single and Coeducational High Schools in the Bay Area

3. The Self-Esteem Measure for 100 Girls Attending Single and Coeducational High Schools in the Bay Area

4. The Social Competence Measure for 100 Girls Attending Single and Coeducational High Schools in the Bay Area

CHAPTER I

THE RESEARCH PROBLEM

Introduction

Self-esteem is a global concept of self worth. It is defined as how well one likes who they perceive themselves to be and how much a person likes, accepts, and respects himself or herself overall as a person (Bandura, 1986; Erikson, 1966; Harter, 1988). What matters for self-esteem is the degree of discrepancy between the value an individual places on some skill or quality and the amount of that skill or quality the individual sees himself or herself as having (Harter, 1988, 1990). Healthy self-esteem can serve much like a shield of armor against the challenges of the world. Self-esteem is not a fixed concept and it changes throughout one’s lifespan (Chapman & Mullis, 2002; Erikson, 1966; Harter, 1988). It is ever evolving and frequently fine-tuned, affected by an individual’s experiences and perceptions.

This view differs from self-concept, which is defined as how one sees him/herself in the context of the world. When referring to self-concept, the question Who am I? becomes supreme (Bandura, 1986; Piaget, 1977). The foundation of self-concept occurs in infancy with the relationship of mother and child (Erikson, 1963; Piaget, 1977). The infant realizes that he/she is a separate object from others, most specifically the mother. The formation of age appropriate self-concept is necessary in planting the seeds for self-esteem development. Therefore, positive self-esteem is built upon accurate and age appropriate self-concept. With age, self- concept becomes less concrete and more abstract as children start to see themselves in relation to the others around them (Piaget, 1977). By the time of high school self-concept is not only a physical, but an abstract construct as well. Unlike self-esteem, self-concept is an enduring construct and does not change with age; it simply gains intellectual maturity. For purposes of this research study, the focus will be on self-esteem of the individual and not the self-concept; therefore, the construct of self-esteem will be explored more thoroughly than the construct of self-concept.

Self-esteem can be influenced heavily by external factors and measured by societal standards. Peers can be a major influence on a child’s self-esteem especially during the critical period of adolescence called high school (Harter, 1990; Lee & Marks, 1992). Adolescents spend more time in the classroom with peers than at home with family members (American Association of University Women, 1995). Erikson (1966) maintained that an adolescent’s peer network could directly define approval or disapproval for one’s acts and behaviors. This peer influence can impact future choices and actions based on past experiences, directly shaping who one becomes. However, with age and maturity comes the ability to view personal actions realistically through a self-determined lens and not society’s viewpoint (Erikson, 1963). During adolescence many of these core values and beliefs about self begin to take shape and the relationships built have an influence on that development. Subsequently, as the adolescent gets older, he/she will choose environments and situations that are congruent with his/her beliefs about self.

Family can be another factor which may contribute to the rise or fall of positive self-esteem (Harter, 1988). Messaging by parents is often a powerful tool for building self-esteem. Children who feel heard by their parents and perceive themselves as important to the make up of the family tend to have more positive self-esteem. Adolescents, who feel well liked by their parents, tend to have higher self-esteem (Coleman, 1961). Children who hear positive affirmations that they are pretty, smart, or good athletes tend to have higher self- esteem as well (Harter, 1990). Language in the home can have a direct