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Evaluating the Influence of Single-Sex Secondary Agriculture Classrooms on Student Career Interests
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Brett M. Wasden; Stacy K. Vincent – Journal of Agricultural Education, 2024
Single-sex classrooms have been a topic of interest in the educational community since the No Child Left Behind Act of 2001. The academic achievement gap between boys and girls in high school is a complex and multifaceted issue that has garnered significant attention in educational research. Proponents of single-sex classrooms argue that it…
Descriptors: Single Sex Classes, Vocational Interests, Agricultural Education, Secondary School Students
A Quasi-Experimental Evaluation of Student Academic Performances in Single Sex Secondary Classrooms
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Stacy Vincent; Brett M. Wasden – Journal of Agricultural Education, 2023
Teacher beliefs and environmental conditions influence student performance outcomes. In this nonequivalent comparison quasi-experimental design study, students enrolled in ten secondary Principles of Agriculture courses assigned to a control or treatment group based upon their sexual identity. Teachers were asked periodically about their…
Descriptors: Agricultural Education, Secondary Education, Secondary School Students, Academic Achievement
Women's Self-Perceived Leadership Skills in a Collegiate Agricultural Education Course.
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Thorp, Laurie; Cummins, Richard; Townsend, Christine – Journal of Agricultural Education, 1998
Students in an agricultural education leadership course included a lab section of 20 females and one of 20 males and females. The all-female section had stronger perception of their abilities to lead, work with groups, make decisions, and communicate than did women in the mixed group. (SK)
Descriptors: Agricultural Education, Females, Higher Education, Leadership Qualities
Perceptions of Texas Agriscience and Technology Teachers Regarding Influence of Gender in Nontraditional Agricultural Mechanics Programs.
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Dillingham, John M.; And Others – Journal of Agricultural Education, 1993
Responses from 42 of 55 female and 92 of 110 male agriculture teachers revealed traditional preferences for instructional areas, although some equity progress was indicated by females preferring agricultural mechanics. Support for traditional beliefs in the advantages of single-sex classrooms was found, although male teachers acknowledged…
Descriptors: Agricultural Engineering, Agricultural Sciences, Nontraditional Education, Secondary Education