Coeducation and Sex Roles

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Abstract
In order to test conflicting hypotheses about the effects of coeducational versus single-sex schooling, 538 first-term Australian university students who had attended single sex or coeducational high schools were compared on a number of variables relating to sex roles. Those from the two types of schools did not differ significantly on the Australian Sex Roles Inventory or on a measure of nontraditional attitudes towards sex roles, although males and females differed in predictable ways. Most subjects, particularly those from coeducational schools, felt that coeducational schools are preferable and lead to a more natural attitude towards the opposite sex. Subjects from coeducational rather than single-sex schools said that they had more opposite-sex friends in high school and were more likely to feel that their school helped rather than hindered their everyday relations with the opposite sex and their chances for a happy marriage. However subjects did not feel that boys and girls learn or behave better in coeducational schools, and there were no differences in the percentages of subjects from the two types of schools who reported having had sexual intercourse or been in love while in high school. The single-sex schools attended tended to differ from the coeducational ones in being smaller, more urban, and more likely to be selective, which made comparisons difficult to interpret. Nevertheless it seems reasonable to conclude that coeducational schooling, at least for this selective sample, may have some advantages in fostering interactions with the opposite sex.

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