SINGLE-SEX AND COEDUCATION COLLEGES IN AMERICAN HIGHER EDUCATION

resumen

Dr. Refah Aldawsari*

This study investigates the perceptions of students in single-sex and coeducational institutions within American higher education, analyzing the associated benefits and challenges linked with each institutional type. Historically, single-sex universities were pivotal in the early U.S. higher education system, especially during times when women encountered restricted access to educational opportunities. Coeducation gradually emerged as the prevailing approach, mirroring societal movements advocating for gender inclusion and equality. The study employed a quantitative research approach, surveying 653 undergraduate students from both single-sex and coeducational institutions in the United States. The data collection concentrated on students’ perceptions of academic, social, and interpersonal results within different environments. The results indicated that students in coeducational institutions recognize substantial advantages, such as enhanced readiness for diverse workplaces and superior social development. Nonetheless, they also identified obstacles, including peer pressure and heightened competition. In contrast, students attending single-sex colleges indicated reduced distractions and enhanced prospects for gender-specific leadership positions. Descriptive statistics, t-tests, and a one-way ANOVA were employed to examine the data, indicating prominent differences in perceptions based on gender and institutional type, with male students exhibiting more favorable attitudes toward coeducation. This research provides essential data for educators, researchers, and policymakers to better understand how single-sex and coeducational settings might address the varied demands of students in higher education, contributing to informed decisions on future educational policies and practices.