University Students from Single-Sex and Coeducational High Schools: Differences In Majors and Attitudes at a Catholic University

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.

Gender Differences in Teachers' Behaviors in Relation to Adolescents' Self-Concepts

Gender differences in the relationship between teachers' behaviors and adolescents' self-concepts were investigated in 276 (156 boys and 120 girls) Standard Ten students from two coeducational high schools in Langa, Cape Town, South Africa. The Perceived Teacher Behavior Inventory was used to measure adolescents' perceptions of teachers' behaviors. The Self-description Inventory was used to measure adolescents' self-concepts. Analysis indicated significant differences in perceived teachers' behavior and adolescents' self-description scale scores between boys and girls. Further, students' self-concept dimensions most strongly associated with teachers' behaviors were relations with family, general school, and health.

A New Multidimensional Measure of African Adolescents' Perceptions of Teachers' Behaviors

The Perceived Teacher Behavior Inventory was designed to measure three dimensions of students' perceptions of the behaviors of their teachers. This research was conducted to assess the statistical validity and reliability of the instrument administered to 770 students attending two coeducational high schools in Cape Town, South Africa. Factor analysis clearly identified three subscales indicating that the instrument distinguished the students' perceptions of their teachers' behaviors in three areas. Estimates of internal consistency of the subscales were assessed using the squared multiple correlation as the index of reliability.

Development and Construct Validity of a Self-Description Inventory for African Adolescents

The present study presents evidence for the reliability and validity of a new measure of self-concept for African adolescents. Procedures for giving the 50-item scale are described. The Self-description Inventory was administered to 634 students in Standards 8 and 9 of two coeducational high schools. Factor analysis clearly identified the eight subscales. The multidimensionality of self-concept among African adolescents is indicated and supports the construct validity. Implications for continued study are mentioned.