Non-Cognitive Consequences of Single-Sex Schooling
2
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
Using a national longitudinal data from South Korea, this study investigates the effects of single-sex schooling on three non-cognitive outcomes: depressive symptoms, self-esteem, and school aspirations. Analysis using a differences-in-differences approach reveals that single-sex school attendance improves non-cognitive outcomes, especially for girls, but the results are mixed for boys. These findings are robust across varying definitions of treatment and control groups utilizing single-gender and mixed-gender classes in coeducational schools. While coeducational schooling is attracting greater attention in latedeveloped countries such as South Korea, this study implies that it might have unintended adverse effects on students’ non-cognitive development.
Abstract
Using a national longitudinal data from South Korea, this study investigates the effects of single-sex schooling on three non-cognitive outcomes: depressive symptoms, self-esteem, and school aspirations. Analysis using a differences-in-differences approach reveals that single-sex school attendance improves non-cognitive outcomes, especially for girls, but the results are mixed for boys. These findings are robust across varying definitions of treatment and control groups utilizing single-gender and mixed-gender classes in coeducational schools. While coeducational schooling is attracting greater attention in latedeveloped countries such as South Korea, this study implies that it might have unintended adverse effects on students’ non-cognitive development.
참고문헌 (24)
- Bertrand, M., "How Much Should We Trust Differences-in-Differences Estimates?", The Quarterly Journal of Eco-nomics, 119, pp.249~275 (2004)
- Booth, A., "Gender Differences in Risk Aversion : Do Single-Sex Environments Affect Their Development?", Journal of Economic Behavior & Organization, 99, pp.126~154 (2014)
- Booth, A., "Choosing to Compete : How Different are Girls and Boys?", Journal of Economic Behavior & Organization, 81, pp.542~555 (2012)
- Brutsaert, H, "Coeducation and Gender Identity Formation : A Compara-tive Analysis of Schools in Belgium", Journal of Sociology of Education, 20, pp.343~353 (1999)
- Cai, H., "Observational Learning : Evidence from a Randomized Natural Field Experiment", American Economic Review, 99, pp.864~882 (2009)
- 최진영, "Basics and Recent Advances in Regression Discontinuity: Difference versus Regression Forms", 계량경제학보, 32(3), pp.1~68 (2021), 한국계량경제학회[DOI]
- Cribb, V. L., "Girls Feeling Good at School : School Gender Environment, Internalization and Awareness of Socio-Cultural Atti-tudes Associations with Self-Esteem in Adolescent Girls", Journal of Adoles-cence, 46, pp.107~114 (2020)
- De Mel, S., "Can Mobile-Linked Bank Accounts Bolster Savings? Evidence from a Randomized Con-trolled Trial in Sri Lanka", Review of Economics and Statistics, 104, pp.306~320 (2022)
- Doris, A., "Gender, Single-Sex Schooling and Maths Achievement", Economics of Education Review, 35, pp.104~119 (2013)
- Dustmann, C., "Why are Single-Sex Schools Successful?", Labour Economics, 54, pp.79~99 (2018)
- Gong, J., "Gender Peer Effects on Students’ Aca-demic and Noncognitive Outcomes : Evidence and Mechanisms", Journal of Human Resources, 56, pp.686~710 (2019)
- Hahn, Y., "The Effectiveness of Single-Sex Schools through Out-of-School Activities : Evidence from South Korea", Oxford Bul-letin of Economics and Statistics, 81, pp.369~393 (2019)
- Heckman, J. J., "The Effects of Cognitive and Noncognitive Abilities on Labor Market Outcomes and Social Behavior", Journal of Labor Economics, 24, pp.411~482 (2006)
- Hu, F, "Do Girl Peers Improve Your Academic Performance?", Eco-nomics Letters, 137, pp.54~58 (2015)
- Jackson, C. K, "Single-Sex Schools, Student Achievement, and Course Selection : Evidence from Rule-Based Student Assignments in Trinidad and Tobago", Journal of Public Economics, 96, pp.173~187 (2012)
- Jackson, C. K, "Can Introducing Single-Sex Education into Low-Performing Schools Improve Academics, Arrests, and Teen Motherhood?", Journal of Human Resources, 56, pp.1~39 (2021)
- Kim, T., "Mixing Versus Sorting in Schooling : Ev-idence from the Equalization Policy in South Korea", Economics of Education Review, 27, pp.697~711 (2008)
- Lavy, V., "Mechanisms and Impacts of Gender Peer Effects at School", American Economic Journal : Applied Economics, 3, pp.1~33 (2011)
- OECD, "Reviews of National Policies for Education: Korea", ~ (1998)
- Park, H., "Do Single-Sex Schools Enhance Students’ STEM(Science, Technology, Engineering, and Mathematics)Out-comes?", Economics of Education Review, 62, pp.35~47 (2018)
- A Study on the Establishment of Middle School Districts and the Improvement of Student Allocation Method in Seoul, "Seoul Metropolitan Office of Education", ~ (2020)
- Sohn, H, "Mean and Distributional Impact of Single-Sex High Schools on Students’ Cognitive Achievement, Major Choice, and Test-Taking Behavior:Evidence from a Random Assignment Policy in Seoul, Korea", Economics of Education Review, 52, pp.155~175 (2016)
- Stock, J. H., "Introduction to Econometrics" (2015), Pearson Education
- Whitmore, D, "Resource and Peer Impacts on Girls’ Academic Achieve-ment : Evidence from a Randomized Experiment", American Economic Re-view, 95, pp.199~203 (2005)