Park Hyunjoon, Behrman Jere R, Choi Jaesung
Korea Foundation Professor of Sociology, Department of Sociology, University of Pennsylvania, Philadelphia, PA 19104, USA.
William R. Kenan, Jr. Professor of Economics and Sociology, Department of Economics and Sociology, University of Pennsylvania, Philadelphia, PA 19104, USA.
Econ Educ Rev. 2018 Feb;62:35-47. doi: 10.1016/j.econedurev.2017.10.007. Epub 2017 Nov 8.
In many countries, males currently lag behind females in schooling attainment but females are still underrepresented in STEM studies. This pattern has raised renewed interest in the potential of single-sex schools for enhancing STEM outcomes. Utilizing the unique setting in Seoul, where assignment to single-sex or coeducational high schools is random, and with multiple years of administrative data from the national college entrance examinations and a longitudinal survey of high school seniors, we assess causal effects of single-sex schools on students' math test scores and choice of the science-math test. We also assess whether single-sex schools affect students' interests and self-efficacy in math and science, and expectations and actual choices of a STEM college major in university. We find significantly positive effects of all-boys schools consistently across different STEM outcomes but not for girls. We address one possible mechanism by conducting mediation analysis with the proportion of same-gender math teachers.
在许多国家，目前男性在受教育程度方面落后于女性，但女性在STEM学科学习中的占比仍然较低。这种模式重新引发了人们对单性别学校提升STEM学科成绩潜力的兴趣。利用首尔的独特情况，即进入单性别或男女同校高中是随机分配的，并结合来自全国大学入学考试的多年行政数据以及对高三学生的纵向调查，我们评估了单性别学校对学生数学考试成绩以及科学 - 数学考试选择的因果效应。我们还评估了单性别学校是否会影响学生对数学和科学的兴趣及自我效能感，以及对大学STEM专业的期望和实际选择。我们发现，男校在不同的STEM学科成绩方面始终产生显著的积极影响，但对女生则不然。我们通过对同性数学教师的比例进行中介分析来探究一种可能的机制。
