co education research paper

Putting the Co in Education: Timing, Reasons, and Consequences of College Coeducation from 1835 to the Present

The history of coeducation in U.S. higher education is explored through an analysis of a database containing information on all institutions offering four-year undergraduate degrees that operated in 1897, 1924, 1934, or 1980, most of which still exist today. These data reveal surprises about the timing of coeducation and the reasons for its increase. Rather than being episodic and caused by financial pressures brought about by wars and recessions, the process of switching from single-sex to coeducational colleges was relatively continuous from 1835 to the 1950s before it accelerated (especially for Catholic institutions) in the 1960s and 1970s. We explore the empirical implications of a model of switching from single-sex to coeducation in which schools that become coeducational face losing donations from existing alumni but, because they raise the quality of new students, increase other future revenues. We find that older and private single-sex institutions were slower to become coeducational and that institutions persisting as single sex into the 1970s had lower enrollment growth in the late 1960s and early 1970s than those that switched earlier. We also find that access to coeducational institutions in the first half of the twentieth century was associated with increased women's educational attainment. Coeducation mattered to women's education throughout U.S. history and it mattered to a greater extent in the more distant past than in the more recent and celebrated period of change.

Bernie Zipprich gave exceptional research assistance on all parts of the project and Ryan Sakoda followed in turn. Julia Fifer helped with the coding of the coeducation data set, and Janet Currie and Louis Galambos supplied some of the coeducation dates. Emily Glassberg Sands provided much appreciated assistance with the references. Comments on a draft were offered by Julie Reuben, Emily Glassberg Sands, and members of the NBER-DAE 2010 Summer Institute. We thank all of them. The views expressed herein are those of the authors and do not necessarily reflect the views of the National Bureau of Economic Research.

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Non-Technical Summaries

• College Coeducation from 1835 to the Present Author(s): Claudia Goldin Lawrence F. Katz Coeducation mattered to a greater extent in the more distant past than in the more recent and celebrated period of change. Women...

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A Systematic Review of Co-Educational Models in School Handball

Ana r. arias.

1 Research Group: (ÉVORI) Assessment, Guidance and Educational Policies, Department of General and Specific Didactics and Educational Theory, University of León, 24007 León, Spain; [email protected] (A.R.A.); [email protected] (C.F.)

2 Department Physical and Sport Education, University of León, 24007 León, Spain

Camino Ferreira

This study aims to address the characteristics presented by the co-educational models that have been put into practice in school handball, showing a general overview, after providing a systematic review of the literature on the topic published over the last ten years on co-educational paradigms in the practice of handball as a school sport. For the description and recording of the process of selection and filtering of documentary sources to be analyzed, use was made of the PRISMA flowchart. After the elimination of duplicates and entries not compliant with the criteria for time limits and type of document, the final sample surveyed was composed of thirty academic articles. The results considered ( n = 26) showed a presentational pattern divisible into three segments or groups. These were: technical and sporting aspects of handball, highlighting the benefits of this sport in schools relative to other options ( n = 7), co-education ( n = 8), and results based on differences between the sexes ( n = 11). Co-education stresses significant improvements in skills, together with perceived effort, enjoyment, and participation. These lead to improvements in the social climate and group cohesion, thanks to the practice of sports. Handball within schools, seen from a co-educational angle, should be approached with an eye to its predisposition for the development of social and civic skills. These include respect for the rules of a game, teamwork and solidarity, fair play, commitment, and responsibility. This paper lays out precisely and exhaustively the lines of investigation undertaken in the area of co-education, and, more specifically, how this is handled within the practicing of a confrontational team sport like handball.

1. Introduction

Many may think that it is a challenge that has been overcome, but reality shows that, in a number of areas of life, inequality between the sexes continues to be obvious, particularly in the educational context [ 1 , 2 ]. The geographical context influences this matter [ 3 , 4 , 5 ]. This is so much the case that in the field of Physical Education, where the physiological differences between the two sexes are clearly visible, educational professionals should take an active part in developing the qualities of individuals and boys dominate the space and the teachers only attend to the “sports girls” [ 6 ]. They should always remain aware of the fact that this means working with two different sexes that grow up, despite sex-based barriers, in a shared social reality marked by androcentric structures in Physical Education [ 7 ]. This would be the definition of the term co-education.

The strong intrinsic view, based on physiological characteristics, defining sex inequality, is accompanied by other, no less crucial variables, such as socio-cultural and relational factors, and personal beliefs. It is possible to go beyond a merely physical, bodily viewpoint and take into account the part played by the education system, and not just personal sexual characteristics, in terms of the provision of resources and equality, or the lack of it, in the system itself [ 2 , 8 ]. Education should address itself to the integrated individual development of pupils on the basis of Universal Design for Learning (UDL), which is to be seen as a theoretical and practical approach acting as an effective tool in striving for an education that will provide both quality and equality [ 9 ].

The aim would be to achieve an equitable teaching approach of this nature [ 10 , 11 , 12 ], incorporating into it a participatory angle [ 13 ]. A co-educational system aims at educating about values, through learning the positive and negative aspects of feminine and masculine models [ 14 ]. To this must be added an affective component [ 15 ], on the premise that emotions should receive an equalitarian treatment [ 16 , 17 ].

As it is a part of Physical Education, this article will go deeper into the field of school sports, and in particular the practice of handball in which physical education teachers indicate that it is an easier sport to teach [ 18 ]. This implies a format allowing generic application of what is explained here to any sports discipline [ 19 ], and naturally from a co-educational viewpoint. A range of shaping factors must be taken into account when holding sports sessions, these being evident in the “hidden curriculum” of any school [ 1 , 14 ]. In the light of this, it can be noted that teaching staff reveal their beliefs, which tend to be stereotyped [ 16 ] unconsciously and automatically [ 17 , 19 , 20 , 21 ]. However, these “hidden” views are not absent among pupils, either [ 7 , 22 , 23 ], since the social roles and values of the society in which they grow up are reproduced in them [ 24 ].

To return to the concept of a facilitator, it becomes necessary to analyze the teaching methods employed [ 2 , 25 ] or training in sports techniques [ 26 , 27 ]. In so doing, there should be a review of the conceptualizations taken on board about competitiveness, aggressiveness, or domination that are clear in models for sports, and which in general have connections with masculine standards [ 28 ]. This fact makes it all the more necessary to critically analyze the current P.E curriculum [ 29 ] and more research on coeducation [ 30 ].

Such a male-centered point of view has led to unequal use of spaces for movement and of material [ 31 , 32 ], for instance, by not keeping in mind the size and weight of balls as an excluding factor [ 33 ]. Likewise, little account has been taken of differing behaviors in the system of relationships that become established in play and school sports [ 34 , 35 ]. This has an impact on the sorts of groupings proposed by teachers, and also repercussions on the evaluation or feedback given, as a function of pupils’ sexes.

After this general panorama, the research question addressed was the characteristics presented by the co-educational models that have been put into practice in school handball. A systematic review of the literature has been carried out. This type of study makes it possible to review the literature on a topic, starting from a question and using systematic and explicit methods in the collection and analysis of data with the aim of highlighting the main conclusions on the topic. In this objective, the problem and the research question are clearly and specifically defined. For their definition, the PICO(C) strategy is used. Taking this strategy into account, the population (P) of women in the practice of handball is studied by means of the intervention (I) of a bibliographic search related to the objective in the selected databases, comparing (C) the practice of handball as a school sport, seeking as outcomes (O) to identify which coeducational models have been put into practice in handball in the school context (C). In this way, we will answer the research question: what are the co-educational models that have been put into practice in school handball?

The main aim was to present a general overview, after providing a systematic review of the literature on the topic published over the last ten years on co-educational paradigms in the practice of handball as a school sport.

The overview was to be achieved by fulfilling certain objectives, specifically:

• A description of the bibliography of studies published in relation to co-education and handball.
• The presentation of a mind-map of keywords representing the research work considered.
• An analysis of the purposes of the investigations was selected on the basis of a co-educational perspective of handball as a school sport.
• A summary of the principal results and conclusion of this analysis of publications relating to co-educational perceptions in school handball.

The method adopted for this study was a systematic review. Such a methodology is characterized by being valid, reliable, and repeatable. A systematic review of relevant literature makes it possible to judge the extent and depth of pre-existent work and to identify any gaps that require investigation [ 36 ].

The research followed the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) [ 37 ] guidelines determined as: (i) definition of the objectives with explicit and reproducible methodology; (ii) systematic search for evidence following eligibility criteria; (iii) assessment of the validity of the findings; and (iv) systematic presentation and synthesis of the characteristics and findings of the included studies.

(i) Definition of the objectives with explicit and reproducible methodology.

In the review carried out, consideration was given to academic articles concentrating on the topic under study: handball as a school sport, seen from a co-educational angle.

(ii) Systematic search for evidence following eligibility criteria.

In order to perform the systematic review, use was made of three major databases: Web of Science (including all its subsidiary databases: the main collections of Web of Science, Current Contents Connect, Derwent Innovations Index, the KCI Korean Journal Database, MEDLINE, the Russian Science Citation Index, and the SciELO Citation Index), Scopus and ERIC. In the light of the aims of the study, the search chain applied to these databases was the following: AB = (women OR girl * OR gender *) AND (sport OR physical activity OR physical education) AND school AND handball)

The inclusion criteria for this systematic review were:

• Type of document: Academic articles and reviews
• Time limit: 2010 to 2021 (up to April of this last year)
• Language of publication: English, Spanish, or Portuguese

The number of entries identified in the databases was 123. After the elimination of duplicates and entries not compliant with the criteria for time limits and type of document (for example, conference proceedings and books were ruled out), 109 entries were filtered. Of these, forty-eight were excluded and one proved impossible to retrieve. The sixty entries that emerged from the filtering stage were evaluated for eligibility, with thirty retained for the review and thirty excluded.

In the two phases of filtering, a total of seventy-eight articles were excluded because they did not concentrate on the topic under analysis. Specifically, there were exclusions on the grounds -first phase- of being related to high-level sport, Special Education, or university sport, to the training of teams, to the physiological dimension and injuries, or Conference-Congress-Minutes-Books. Other items -second phase- were discarded because they were connected to different objectives such as “tech-tach” (techniques and tactical skills), bullying, refereeing, and the like. Some entries were ruled out because they had no link with education or did not include females among their samples. Hence, the final sample surveyed was composed of thirty academic articles, shown in the bibliographic references section with a prefixed asterisk.

Entry selection was carried out using the Mendeley reference manager, while for the analysis of the studies included in the survey the qualitative analytic package MAXQDA Analytics Pro 2020 was employed. Bibliographic data were exported in Research Information Systems (RIS) standardized tag format through Mendeley and imported into MAXQDA, distinguishing the type of reference, title, main author, volume, issue, first and last page, publisher, digital object identifier (DOI), name of the journal, notes, website or uniform resource locator (URL) details, and date of publication.

Content analysis of the academic articles was on similar lines to those of [ 38 ]. Main analytic categories were established for the documents as a function of the objectives, results, and conclusions laid out in them.

(iii) Assessment of the validity of the findings

The methodological quality of the included studies was assessed using a risk-of-bias quality form of 7 items validated and adjusted for the specific context of co-educational research [ 39 ]: 1. Time period given. 2. Dropouts given. 3. Type of survey described. 4. Sex of participants given. Study design given and 7. Co-education mentioned. Each question was answered with a yes if the criteria were satisfied (2 points), with a don’t know (1 point), or with a no if the criteria were not satisfied (0 points). Based on this procedure, the studies were classified as follows: low methodological quality (≤50% of total points); good methodological quality (51–75% of total points); and excellent methodological quality (>75% of total points). Shows the scores for the quality assessment, values ranged from 12 to 14 points, with an average score of 12.67 points—90.5%. Regarding the individual quality assessment, all studies were categorized as excellent.

(iv) Systematic presentation and synthesis of the characteristics and findings of the included studies

For the description and recording of the process of selection and filtering of documentary sources to be analyzed, use was made of the PRISMA flowchart. Such a diagram is split into three phases: identification, filtering, and inclusion, as shown in Figure 1 .

PRISMA Flowchart; Source: Drawn up by the author, following [ 37 ].

Bibliographic Data and Principal Characteristics of Articles

In view of the inclusion criteria for the systematic review undertaken, all the entries analyzed were articles published in academic journals. Table 1 shows the main authors, the journals in which articles appeared, and the year of publication, which is the item used to order entries. With regard to principal authors, it was found that a couple of researchers had more than one item on this topic. These were the authors Farias ( n = 3) and Puente Maxera ( n = 2), whilst all the others had only a single article.

Description of Articles Analysed.

Source: Compiled by author.

Consideration of the journals in which the academic articles covering the topic under study were published show that there was some concentration in a range of periodicals. Specifically, these were European Physical Education Review ( n = 4), Physical Education and Sport Pedagogy ( n = 4), Research Quarterly for Exercise and Sport ( n = 2), Strategies: A Journal for Physical and Sport Educators ( n = 2), The Physical Educator ( n = 2) and Universal Journal of Educational Research ( n = 2).

In respect of the year of publication, Figure 2 shows that there has been an increase in the number of articles published on this topic in recent years. This especially affects 2017 and 2018, when almost half of the publications appeared ( n = 14).

Progression among Publications Selected (2011 to 2021); Source: Compiled by author.

The titles of the items published were also considered from the viewpoint of word frequencies, as shown in Figure 3 . This figure provides a rapid general view of the terms most often in use. A word frequency analysis indicated that the term education is present in 57% of the article titles, whilst sport was to be found in 53%. Details of the intended audience were revealed by the use of students, school, and girls, and handball indicated the sport being analyzed in this study. The practice of this sport was tied in with teaching and learning, performance and development, action, interactions and activity, participation and intervention, games, and motivation.

Word cloud of Words from Titles of Articles Selected; Source: Compiled by author.

These details are closely linked to those recovered from the contents of articles and the keywords chosen by their authors. This field of analysis shows a considerable range of varying segments ( n = 138), a consequence of the generic nature of keywords, and in some cases an obligation to select words from among those included in lists imposed as a standard by the journals in which items were published.

This being accepted, the groupings run through Inclusive Education and the Sexes ( n = 20), Teaching Techniques ( n = 23), Research Methods ( n = 8), Life Stages ( n = 6), Educational Stages ( n = 14), and Physical Education and Sport ( n = 53) to Psychological, Physical and Behavioural Aspects ( n = 22).

Those terms coded under the label Inclusive Education and the Sexes can be further broken down. Among other items, there are Roles and Social Status ( n = 2), Development of Sex-Based Stereotypes ( n = 1), Differences between the Sexes ( n = 4), Literal Concepts of Inclusion ( n = 1), and Co-education ( n = 1), this last aspect being of note if it is recalled what topic of study is proposed here.

4. Analysis of Aims

Consideration of the objectives proposed for handball as a school sport from a co-educational perspective reveals that there are five major aims in the items surveyed ( Figure 4 ). Items concentrating on pedagogical variables took pride of place (39.6%), followed by those evaluating approaches, training strategies, or instruction (28.3%). Only 13.2% of the articles had inclusion and co-education as their principal topic of study, whilst even smaller percentages of articles were to be found on the effects in developing education or physical activity (11.3%) and on preferences and trends in this area (7.5%).

Weighting of the Main Objectives Envisaged; Source: Compiled by author.

Table 2 shows the coding system by aim and the quantity of articles picked. A major portion of the articles looked at mediation strategies for teachers, at the instruction of student trainers, and at developing pupils’ games ( n = 15). Among these, some concentrated on fair play and sporting behaviour ( n = 3), others on efficiency (n = 1), skill levels ( n = 4), education for dynamic equilibrium ( n = 1) and tactical game models or TGM ( n = 1).

Objectives of the Selected Articles.

The second group of articles considered aspects related to inclusion and co-education ( n = 7). These articles addressed democratic, inclusive, and participatory models for handball as a school sport, highlighting sex-related differences between males and females ( n = 6).

Pedagogical variables were extensively analyzed, since handball was being studied in an educational context ( n = 21). Among other matters, there was an exploration of participation by pupils in undertaking this school sport ( n = 1), of the transition between stages of education ( n = 1), of those involved, or in other words of the role of teachers or coaches ( n = 3) and of the interaction between teachers and pupils ( n = 1). There were investigations of the part played by spoken interchanges between team-mates when group sports are underway ( n = 2), of the basic abilities and concepts to be taught in handball as a school sport ( n = 5), and of how these may be reflected in lessons taught ( n = 1). Within this range of pedagogical variables, certain aspects relating to motivation stood out ( n = 6), whether from the angle of confrontation, or alternatively of cohesion and a motivational atmosphere.

Preferences for certain sports and trends among children towards given types of activity, as also sporting culture were also scrutinized. Nevertheless, this occurred to a lesser extent ( n = 4) and was particularly related to handball as opposed to other alternative sports.

Finally, the developmental effects of practicing this school sport were also examined ( n = 6). Specifically, these investigations referred to its impact on the immune system and psychology, to the development of motor skills, mind, and physical fitness, to cognitive and psychomotor development, and health, especially in relation to obesity and quality of life.

5. Analysis of Results

The results considered ( n = 26) showed a presentational pattern divisible into three segments or groups. These were: technical and sporting aspects of handball, highlighting the benefits of practicing this sport in schools relative to other options ( n = 7), co-education ( n = 8), and results based on differences between the sexes ( n = 11).

Such differences between the sexes as were noted, allowance being made for social stereotypes, fell into three areas of analysis. First, there were the repercussions on actions, and technical and sporting roles ( n = 3), whether these related to refereeing or coaching. A second field corresponded to differences of a physical and physiological nature between the sexes ( n = 2). Finally, there were differences seen from the angle of psychological and behavioral aspects ( n = 6).

Co-education ( n = 8) stresses significant improvements in skills, together with perceived effort, enjoyment, and participation. These lead to improvements in the social climate and group cohesion, thanks to the practice of sports.

Carcamo [ 67 ] reports that boys/girls have a dominant gender narrative that makes femininity subordinate to masculinity, thereby encouraging binary gender beliefs and practices reaching the conclusion the need to make boys and girls more aware of gender equality, make changes to the activities and to how the physical spaces are used and provide equal teaching and learning experiences to reduce a divide still present in physical-sports education [ 61 ]. The PE curriculum alone was insufficient to dismantle the deeply rooted negative cultural influences of community-based sports that influenced equity and inclusion. However, by planning and implementing a specific intervention that used the educational resources of Sport Education proactively it was possible to promote a more inclusive and equitable learning environment.

In terms of participation, different studies indicate that girls are less active in traditional invasion sports because of their skills. Reference [ 70 ], translate into a sporting mindset [ 71 ]. Using mini-handball to assess the level of activity, it was found that to balance the activity, groupings should be made by skill level to achieve greater participation [ 51 ]. Another proposal combining sports such as handball with other so-called modern sports such as tchoukball increases participation [ 69 ]. On the other side, the students’ interpretation of their participation defines their future memories and, among other things, their adherence to sport in adulthood [ 72 ]. These strategies should be assessed in longitudinal studies because has implications for the high number of girls who drop out of the sport.

Moreover, with regard to the conclusions of the articles analyzed, it is possible to establish two major groupings. First, there are those codified segments that offer technical comparisons relative to other sports ( n = 6 segments of 26 coded) with differences between the sexes being clear in the sports disciplines considered. Second, there is a large group comprising aspects directly linked to co-education and equality ( n = 20), specifically views on the merits of educational methods ( n = 11) and the physical and psychological benefits for females ( n = 6), within an attempt to overcome learned social stereotypes. Among others, Kovács [ 48 ] concludes that during the match there is a significant difference between the perceived anxiety against hard and weak teams at the beginning, in the middle, and at the end of the match; furthermore, females have a higher level of anxiety during the match. Again, the scientific evidence shows the necessary inclusion of co-educational strategies. School stands out as a sustaining element for a new line of educational activities in which equality between the sexes can constitute an enriching tonic for society.

6. Conclusions

At this point, there should be some reflection on the extent to which the intended objectives of this research were attained. This paper lays out precisely and exhaustively the lines of investigation undertaken in the area of co-education, and, more specifically, how this is handled within the practicing of a confrontational team sport like handball.

Handball within schools, seen from a co-educational angle, should be approached with an eye to its predisposition for the development of social and civic skills. These include respect for the rules of a game, teamwork and solidarity, fair play, commitment, and responsibility.

This study has pointed up the main fields of analysis of co-education and handball as a school sport. These include a need to enquire into pedagogical variables, an evaluation of approaches, training strategies, educational equality and inclusion as a motor for change, and the beneficial effects of physical activity, whether on a bodily, a psychological, or a behavioral plane.

Handball is seen not merely as a sport, but a tool to be used in presenting educational strategies aimed at equality, since the deep-seated conception of taking part in sports is tied up with attitudes that are socially and culturally imposed, because of their competitive nature. Teachers, coaches, and pupils should be aware of a need for change.

As for the topic being addressed here, the most important conclusion that can be drawn relates to the positive repercussions of sports education upon co-education and equality in education. This aspect becomes all the more prominent when it is realized that handball is the third commonest physical activity among sports practiced at school, especially by girls, although it must be noted that it is not so often played outside a school context [ 38 ].

In respect of the use of materials and equipment in an educational context that would encourage participation by girls, no research was found that addressed this theme. In view of the pioneering work by Oliver, Sosa, and Porras [ 33 ] that pointed to a need to adjust and graduate possible differences in the proportions of balls to be used in handball by females and by males, also taking into account the age of participants, there would appear to be some requirement for further research that would determine the effects that the use of appropriate material would have on participation in sport by female pupils.

On the premise that there is a need for methodological change if heightened awareness on the part of children of equality between the sexes is to be achieved [ 60 ], certain strategies should be adopted. These include negotiation [ 46 , 68 ] and active problem resolution [ 40 , 49 ], which stand out as techniques favoring the inclusion of female pupils in the practice of sports. On the other hand, there is a great lack of knowledge in reference to the specific methodology for teaching handball that aims at a better integration and satisfaction of the girls when they play handball. In addition to this, it is necessary to know with greater accuracy the influence of the teacher’s gender, since the female gender uses games more frequently as a means of teaching handball, which implies a higher level of opposition and a greater number of subjects involved in the task [ 50 ].

Moreover, the benefits observed from taking part in school sport with regard to psychological, physical, and behavioral aspects have a positive impact on the perceived skills of girls [ 41 ]. They also enhance the extent of intrinsic motivation and reduce anxiety levels [ 48 ].

Several limitations were noted in this survey, and the chief among them are highlighted hereafter, alongside details of prospective research that would be a means of palliating them. First of all, there was a number of works found and information overload, leading to a need to summarize, which may have caused the loss of some relevant information that should be taken into account in future studies. Likewise, “grey” literature, material not published through conventional academic or commercial routes, has been omitted, even though it might be a suitable object for study in view of the applied nature of the topic.

As in all literature reviews, any selection of articles can be seen as introducing a bias that constitutes a limitation. Similarly, there is a constant necessity to update such surveys as time passes.

The line taken in this work was intended to diagnose the current state of affairs in co-education. This included investigation of the syllabuses for the compulsory stages of education that have an impact on the Physical Education curriculum and sport outside school. It also looked at real practices in handball, analyzing the methodologies for teaching and learning that are applied and the concepts of facilitators and pupils. As a function of the results, this should permit the development of specific action plans aimed at improving the quality of education from the twofold perspectives of the sexes and of sport. An outcome would be the application of teaching strategies relating to the use of material, modulations in physical contact, groupings, and playing areas. For this, it would be necessary to create methodological guidelines to help teacher-coaches to achieve an attractive sporting experience that includes the specific needs of girls.

The curricular trend recorded relates directly to an analysis of co-educational policies. Participation in sports during the school years is linked to the world of work as adults, in which there are parallel roles to those of trainers, managers, and others. Of particular note that one of the major limitations in reaching conclusions was the lack of longitudinal articles showing the evolution of the different aspects analyzed. The effects of the implementation of co-education should be observed over time, among others, by reducing sports drop-out rates and occupying leadership positions in sports that are mostly occupied by the male gender [ 73 ].

This paper cannot end without accepting that there is still a long way to go. It has shown that there was an upswing in the amount of literature in existence noted in the survey in relation to the years 2017 and 2018, even though the focus was exclusively on handball. This points to the opening up of a line of action attempting to anchor itself in schools as a basis for social progress. Schools and school sport should inculcate social values, equality, fairness, respect for differences, and in particular an understanding of individuals that goes beyond seeing no more than one distinguishing feature, their sex. In brief, they should reduce inequalities and aim to achieve tolerant societies.

Author Contributions

Conceptualization, A.R.A., D.S. and C.F.; methodology, A.R.A., D.S. and C.F.; software, A.R.A. D.S. and C.F.; validation, A.R.A., D.S. and C.F.; formal analysis, A.R.A., D.S. and C.F.; investigation, A.R.A., D.S. and C.F.; resources, A.R.A., D.S. and C.F.; data curation, A.R.A., D.S. and C.F.; writing—original draft preparation, A.R.A., D.S. and C.F.; writing—review and editing, A.R.A., D.S. and C.F.; visualization, A.R.A., D.S. and C.F.; supervision, A.R.A., D.S. and C.F.; project administration, A.R.A., D.S. and C.F.; funding acquisition, D.S. All authors have read and agreed to the published version of the manuscript.

This research was funded by South and Central America Handball Confederation (COSCABAL).

Institutional Review Board Statement

Not applicable.

Informed Consent Statement

Conflicts of interest.

The authors declare no conflict of interest.

Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Co-constructing teaching and learning in higher education: a literature review of practices and implications

• Brianna Vespone University of Rochester https://orcid.org/0000-0003-3159-4182

The purpose of this systematic review is to examine the assumptions and practices taking place in co-constructed learning spaces within higher education research literature, specifically for undergraduate students. This paper provides an overview of how co-constructed methods take shape in the university classroom and how those methods benefit student learning. A literature search was conducted via education-focused databases using search terms such as ‘higher education’, ‘co-constructed learning’, and ‘sociocultural’. Only primary, empirical articles published after 2007 were included for review, with one exception from 2002. Implications for student learning are discussed within four core thematic outcomes (skill development, engagement, meaning-making, having purpose) and two activators (learning through relationships, creating a safe space). Implications for teachers include a discussion of teaching methods, classroom activities, and the role of teachers. Rooted in theories of constructivist, sociocultural, and third space learning, this review of the literature provides rationale for exploring alternatives to traditional pedagogical methods, highlights barriers, facilitators, and potential downfalls of co-constructed learning spaces, and discusses implications for student learning and for teachers.

Author Biography

Brianna vespone, university of rochester.

Brianna Vespone is a doctoral student at the University of Rochester in Rochester, NY, USA. Both her career and research interests focus on theories of teaching and learning that support good practices for meaningful learning in the university classroom.

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Co-education at School Level: A Comparative Study on Rural Vs Urban Parents' Attitude in Siliguri

Related Papers

Cahiers d'Outre-Mer

sharmila rathee

Editor IJSR

Punjab State is famous for its beautiful and unique culture. This study was conducted to examine the effect of adjustment on the senior secondary school students of Sangrur district. The sample of 200 11th class students was selected from government schools located in the rural and urban areas of district. Tool for collecting the data included Adjustment Inventory for School Students constructed and standardized by A.K.P. Sinha and R.P. Singh (1971). The data were analyzed using descriptive and inferential statistics. The findings of the study revealed that there is significant difference in adjustment of senior secondary school students across gender (male and female), locale (rural and urban) andstream (science and arts). Sangrur is considered as backward area of Punjab. Various studies conducted on characteristics of people living in this area have shown that the population living in the area is significantly better in life managing skills and other desirable abilities to enjoy successful life.

SKIREC Publication- UGC Approved Journals

World Journal of Advanced Research and Reviews

Chanda C H A N S A Thelma

Single-sex education, also known as single-gender education is the practice of conducting education with male and female students attending separate classes, perhaps in separate buildings or schools. The study on single sex and learner's academic performance in secondary schools in Kasama sought to determine the extent to which coeducation schools affect male and female students' academic performance and to establish students' and teachers' attitude on effects of sex on the academic performance of learners. To achieve this, the study employed documentary search and analysis on results from 2013 to 2018. The study was guided by the following research objectives; (a) To establish the effects of co-and single sex education on the academic performance of learners in selected secondary schools of Kasama district, (b) To compare learner's academic performance at co-and single-sex schools in selected secondary schools of Kasama district and (c) To offer recommendations on how to improve the single sex education system in selected secondary schools of Kasama district. The study employed both the qualitative and quantitative methods and a descriptive survey design that sampled head teachers, teachers and pupils. Data was obtained from the respondents by means of interviews and questionnaires. Frequency tables, graphs, figures and pie-charts were used to analyze the qualitative data. Quantitative data were analyzed by the use of the Statistical Package for Social Sciences (version 26) and Microsoft Excel (version 16). The findings reviewed that coeducation context does affect students' academic performance compared to single-sex schools in the sense that learners in single-sex schools seem to perform better academically. Further, most of the learners and teachers prefer single-sex schools to coeducation schools and the reasons for the dislike of coeducation context include, high level of indiscipline, boys' offensive behavior towards girls, encouragement of boy-girl relationships that interfere with learning, the fear of girls to participate freely within classroom as well as teachers' differential treatment of boys and girls in favor of girls. The study therefore recommended that the ministry of education should establish more single-sex schools and convert underperforming co-education schools into single-sex schools.

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Irida Hoti , Rina Gera

ABSTRACT The parents nowadays are being part of the school as parents, as partners, as collaborators and as stakeholders. Their communication with the school and teachers plays an important role in the pupils’ academic achievement in school, pupils’ motivation and interest in learning. It may also serve to increase children's confidence in their abilities and interest. This study tends to present the situation of the communication and information between parents and teachers in rural areas in Shkodra District. To highlight this process we have done a questionnaire with the parents of children of 6 rural area schools in Shkodra’s District, to reflect some of their point of view about this communication. This is a point survey. To select the sample was used the sampling with stratification, where in each layer was made from a simple random sample. 300 questionnaires were distributed (mostly with closed questions) in six different villages, 50 questionnaires for each village) Shkodra district. The distribution was in rural areas in north and south of Shkodra. The distribution period was December 2013 - January 2014. The data were elaborated with SPSS.20 Keywords: children, communication, parents, rural area, school

Interal Res journa Managt Sci Tech

santosh sharma

Introduction Annual Status on Education Survey (ASER) Report 2013 highlights that in state funded rural schools in India, 50% of Grade V children cannot read Std. II text books. 50% of Grade V children cannot solve a Grade II math problem. In Std. III, 13% children cannot even read letters, 25% can read letters but not more, 22% can read words but not Std. I level text or higher, 18.5% can read Std. I level text but not Std. II level text, and 22% can read Std. II level text. In Std. III, 9% children cannot recognize numbers 1-9, 30% can recognize numbers up to 9 but not more, 35% can recognize numbers up to 99 but cannot do subtraction, 19% can do subtraction but cannot do division, and 7% can do division. All these student learning outcomes can be attributed to teaching learning processes in state funded schools. The current teaching learning processes in schools are rote based. These processes do not develop the child’s basic language and math’s skills and fail to equip the child to learn by herself. Consequently the child remains illiterate in every sense of the word (ASER, 2013). If one analyses the stakeholders responsible for pupils learning, one will find that apart from school and teachers, community of the pupil plays a major role in learning outcomes of the students. However, the results for students learning outcomes are credited completely to the school and teachers. The missing link between this is a participation of community in learning process of their kids. Various studies have proved that in rural part of the country parents are not highly motivated towards the education of their kids (Duflo, Dupas, & Kremer, 2012). This proposal paper based on research, explores the need of parent’s involvement in the teaching and learning processes of the students. In the later part it discusses how these processes can be institutionalized within the community to make them sustainable and how once institutionalized this community involvement will demand more accountability from the system. Problem Identification This study was conducted to develop a project proposal for partner organization at Summer School for Development Leaders jointly organized by Sanford School of Public Policy; University of Duke and IIM Udaipur. This study was conducted in the Genjvi Panchayat, consisting of 9 villages, where Gandhi Manav Kalyan Society (partner NGO with IIM Udaipur summer school program) had previously conducted several livelihood programs. A total of 765 households were reported to exist in Genjvi Panchayat across the 9 villages. The Genjvi Panchayat, located in the south west of Udaipur, consists of nine villages (Galdhar, Kitawoton-Ka-Was, Jetiwara, Genjvi, Kakan-Majra, Jawariya, Dheemri, Sandmaari, and Heeroomala). The geographic structure of the terrain is relatively easy to traverse and most far-flung hamlets are well connected by roads (except for 1 or 2 villages). In total there are 765 households , a population of 5000 individuals along with a target student population of 1200 kids in the age group of 6-14 years. 80% of the population belong to scheduled tribes along with a few Rajput’s and a few others castes including Jains who had settled in these villages for trading purpose. This study was conducted on sample with an optimal mix of the varied castes, literacy of head of household, income (asset) and geographic spread across the Panchayat. The data was collected through 31 open and semi structured household’s interviews and 5 focus groups using the Participatory Learning and Action Methodology. In both cases, the questions implemented were pertaining to schooling, education of children, and parents understanding and involvement of learning process of their children. Along with this a brief study of existing or past interventions in Panchayat Genjvi was also conducted. The existing interventions in the Genjvi Panchayat intent to address some of the factors that affect attendance and learning level of students, however, very limited effort has been made to understand the effect that other variables may have over this issue. The parents and community has an apathetic attitude toward education. Information regarding parent’s attitudes, behaviour and decision making towards education is very limited. It was not clear to the community as to how parent’s attitudes can impact the learning process of their children and if this limits or enhances their possibility to continue education beyond primary school. Therefore, through this study the research focus was re-defined to understand the attitudes of parents and community towards the education of their children. We considered that attitudes determine how much value is given to education and therefore how involved are parents with the learning process of their children. Our premise considered that if parents are interested in guaranteeing their children learning outcome, they would ensure that their children attend school every day; do homework at home; in addition to follow up with teachers regularly to monitor their ward’s performance; participate in school committees to support the school and maintain the teacher accountable and so on. This information was triangulated with interviews from teachers, School Management Committees and Village Education Committees. The survey provided new data on parent’s perception and involvement in their children’s education. The evidence suggests a gap between parent’s expectations and satisfaction of their children’s education. In addition, the evidence suggests that there is an inefficient communication and involvement of parents with teachers along with limited involvement of parents with both Village Education Committee (VEC) and School Management Committees (SMCs) is very limited. Problem Justification Family shapes the social integration of children more than a formal school. According to Turnbull, parents have four main basic parental roles: (1) parents as educational decision makers; (2) parents as parents; (3) parents as teachers and (4) parents as advocates (Samal, 2012). Therefore parental attitudes towards education will determine their involvement with their children education and development. Family involvement with the school has been proven to determine academic achievement, school attendance and graduation rates (Duflo, Dupas, & Kremer, 2012). This is important, because at the individual level, when parents have positive attitudes towards education and are more involved with the school, children develop higher aspiration cognitive and intellectual interest (Samal, 2012). Children from educated parents are more likely to attend school and complete at least the same grade that their parents did. Girl child of an educated mother also have a higher probability to be enrolled and attendance in school. However, parents those do not support the education of their children believe that the opportunity cost of children being able to help at home, in the family farms or earning an additional income through child labour is higher than education. In other words they cannot see the economic return immediately; which is extremely relevant to their lives and to address daily challenges. This attitude diminishes children’s involvement with education, reducing their years of schooling and possibilities to have better opportunities in a long term. The perception of parents affects not only the individual development of the children, but also the overall development of the community. A positive perception helps leverage the development of the community as a whole.

IJAR Indexing

In recent times the number of public and private schools has flourished in all the states of the country, including Uttarakhand and thus the idea of school choice between government schools vis-a-vis public/private schooling has received considerable attention in the minds of the parents. Consequently the trend to send children- son and daughter towards English speaking private schools has grown significantly amongst middle and lower-middle income group families. This has mainly arisen due to the growing awareness on the quality aspect of education. Since private schools are expensive, therefore, cost of schooling does influence girl’s schooling in India. The gendered nature of parental choice in the context of schooling is known to play some role; this aspect has not been considered in any of the studies undertaken in this region of the country. Hence a field study/survey has been undertaken in rural areas of Almora district in Uttarakhand comprising, four selected blocks, focusing on some case studies, with a view to understand the attitudinal change of parents on the choice of schooling for their daughters irrespective of their family status like identity and financial conditions, parental education, caste and gendered nature particularly in reference to their daughters. This study reports a current growing concern not only among urban parents but also amongst parents in rural areas who realise the importance of quality education for their children. Appropriately, a growing trend has emerged to send their children, including daughters to private schools. A close analysis of interviews with students, parents and teachers reveals that educational choice exercised in these middle or lower middle income group are connected with issues of marriage, self dependent (job), or gendered norm of conduct (like discipline, honesty). Apart from considerations of costs, gendered ideas of school proximity, quality education, security and disciplines are of prime significance in their choice of high school for children and particularly for daughters.

International Research Journal of Social Sciences (IRJSS), ISSN-0974-1674 , School of Social Sciences and International Relations, University of Pondicherry, Puducherry, Vol. 1, No. 1. pp. 45-59

Abrar Ahmad

[The paper puts forth one of the important dimensions about co-education among Muslims that was missing in the debate between Ulma and liberal Muslims. It reveals the opinion of the Muslim students who constitute the real concern and were neglected in the aforementioned debate. The paper draws attention towards Aligarh Muslim University campus and its students’ perception about co-education. The paper is empirically very rich and methodologically sound. Four hundred and fifty samples were selected and interviewed using an interview schedule. Statistical tools were extensively used for sample selection, allocation and data analysis. The main finding of the study is that Muslim youth of today are not concerned about the fatwas issued by ulma on the issue of co-education. The youth do not quite subscribe to the view of the liberal Muslim, which proposes coeducation as a panacea to the lack of single gender schools. In fact they are willing to attend co-educational classes. Muslim male youth have not been found to be forthcoming on the issue of their own female family members attending coeducational institutions, though advocating the need for coeducation for themselves and other male members of the community. This does not happen because of religious influence over society but because of the strong hold of traditional mentality on Indian society. The paper also concludes that Muslim female students are more inclined to go for co-education than their male counterparts but the same does not materialise due to social pressure and lack of female participation in the decision making process.] Keywords: Co-education, Muslim youth, Social Perception, Fatwa, Aligarh Muslim University

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New study finds that Black and Latinx youth online engagement can foster a positive sense of self

Building on data from a project led by USC Rossier professor Brendesha Tynes, Naila Smith is the lead author of a new research paper that examines how online spaces created by Black and Latinx youth benefit their ethnic-racial identity development.

With social media use among many youth nearly constant, we often read reports of the adversities that young people encounter online, from impacts on their mental health to the dangers that meeting malicious strangers in real life can pose. While the negative effects of social media usage for teens should not be discounted, there are some benefits for Black and Latinx youth in particular as they navigate their ethnic-racial identity (ERI) online. Brendesha M. Tynes, Dean's Professor of Educational Equity at the USC Rossier School of Education, is a co-author of a newly published article led by Naila A. Smith, assistant professor of education at the University of Virginia, and supported by Daisy E. Camacho-Thompson, that shows how the race/ethnic- and civic-related online experiences of Black and Latinx adolescents are connected to their ERI development.

Black and Latinx youth tend to spend more time engaged online than their White peers, and they also spend more time than youth of other ethnic-racial groups making sense of what their ERI means to them and engaging civically and politically online. Exploring and seeking out information about one’s race/ethnicity, refining how one understands one’s race/ethnicity, and feeling positively or negatively about one’s race/ethnicity are factors in ERI development. 

Research on Black and Latinx adolescents’ online experiences has shown that they do face additional risks such as online racial discrimination and hate and viewing traumatic racial content. Online social connection can help Black and Latinx youth cultivate a sense of belonging to a social group that may help them make meaning of their identity as they encounter some of the harms in online spaces. This newly published article builds on some of Tynes’ previous work about how content youth are exposed to online impacts their ERI exploration.

Using data from the Teen Life Online and in Schools Project (TLOS), which Tynes directs, Smith and her team found that youth who can establish relationships online with friends of the same race/ethnicity experience more adaptive outcomes over time, meaning that in fostering online relationships with same-age, same ethnic/racial group peers these young people can better cope with some of the harmful information that they encounter online. 

Tynes’s TLOS data was one of the first datasets to investigate teens' online experiences across multiple years (three years) using both survey and interview data and a multi-racial sample of adolescents. While Tynes created the dataset, her collaborators and mentees led studies that were not previously included in the original proposal. 

Smith’s research interests include the development of racial and ethnically minoritized youth over time. She was curious about youths’ experiences in the online space over time and sought to examine the role of socio-cultural resources and assets in the experiences of Black and Latinx youth.  

“I was really interested in examining what factors contributed to ethnic-racial identity development, which is a sociocultural asset for Black and Latinx youth. In examining aspects of youths’ race- and civic-related online experiences and looking at how young people curate or create online spaces that meet their needs, we were able to show that there are these different ways that Black and Latinx adolescents are engaging online in their exploration of their world and their ethnic-racial background,” said Smith.

The study also found that earlier online activity is connected with ERI development one year later, meaning that race and civic-related online activities are important for young people’s feelings and behaviors in terms of their future ERI. Having a clearer idea of what their ERI means to Black and Latinx youth is associated with having better outcomes academically and mental health benefits.

“A major goal of the TLOS Project was to see what cultural resources youth bring to online spaces that might buffer them from some of the negative outcomes we might see that have been published in journals and in news articles. I wanted to paint a more holistic view of young people’s experiences online,” said Tynes. “Most of what we have published has been on the negative side, but I’m excited to have this manuscript focus on the positive experiences that young people are having online.” 

Smith started her collaboration with Tynes because of her advocacy for students and her deep knowledge of youth development. The two met at an academic conference when Smith was a graduate student.

“I wanted to meet Brendesha specifically because she was the foremost scholar on the online experiences of Black and Latinx youth, and I wanted to develop my expertise in the role of the internet in youth development. Her tremendous productivity and creativity are built on deep knowledge of a wide range of fields that inform her innovation in thinking about how we can support Black and Brown youth in their development specifically in online spaces,” concluded Smith. 

Smith and her co-authors want teachers and parents to know that Black and Latinx youth can benefit positively from the time they spend online, and that access to online information and experiences can support meaningful identity exploration. According to Smith, parents and teachers can help guide youth in their online ERI exploration and engage them in conversations about what they are learning to help them process the information that they are consuming. In schools where Black and Latinx youth may be in the minority or where they may not have access to materials in the curriculum that allow them to learn about their cultures and identities, supporting online activities around ERI is even more critical.

“With new laws banning certain books or talking about Black people’s history in the classroom in some states, people have to make an effort to make sure that kids are getting what they need to explore who they are,” said Tynes. “The digital literacy that young people need to sift through stereotypes and misinformation about their racial-ethnic group becomes more important in these places where the students cannot rely on their teachers to provide accurate information.”

The team’s findings may be used to support the creation of interventions to help adolescents create and curate online spaces where they can meet peers in their age range and ethnic/racial groups to help them with their relationship-building skills.

“Instead of the internet being a place where people are in constant danger, youth can craft spaces where their experiences are actually beneficial for their development, and these young people are doing that on their own,” said Tynes . “Parents and educators can support that exploration and provide guidance.”

Tynes is supporting that guidance by building a digital literacy and mental health intervention with a $4.6 million Transformational Research Award NIH grant. With the funds, Tynes seeks to research and provide adolescents with tools to cope with the negative messages they receive online and the skills to use digital media as a tool to excel in school. Tynes’s goal is to help youth thrive in their everyday lives as they navigate digital spaces. The newly designed, first-of-its-kind platform will have several modules and virtual reality experiences to help adolescents practice how to respond to some of their experiences online. The alpha version of this intervention is scheduled to launch in September 2024.

Brendesha Tynes

• Professor of Education and Psychology
• Director of CELDTECH

Center for Empowered Learning and Development with Technology

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