Gender-Segregated Schooling: A Problem Disguised as a Solution

Richard Fabes, Carol Martin, Laura Hanish, Kathrine Galligan, Erin Pahlke

Research output: Contribution to journalArticlepeer-review

12 Scopus citations


Gender-segregated (GS) schooling has become popular in the United States despite the fact that every major review has concluded that GS schooling is not superior to coeducational schooling. Moreover, concern has been raised that GS schooling leads to negative effects, including increased gender stereotyping. We argue that these negative effects result from peer influences in gender-segregated peer contexts—including GS schooling. We also contend that educational policy makers need to understand these peer effects so that better decisions can be made about how children are grouped in classrooms and to create coeducational programs that promote tolerance and acceptance between girls and boys.

Original languageEnglish (US)
Pages (from-to)431-447
Number of pages17
JournalEducational Policy
Issue number3
StatePublished - May 6 2015


  • educational policy
  • educational reform
  • gender

ASJC Scopus subject areas

  • Education


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