ORCID

https://orcid.org/0009-0001-2575-1658

Date of Award

2025

Document Type

Dissertation

Degree Name

Education (Ed.D.)

Department

Administrative and Instructional Leadership

First Advisor

Steven Kotok

Second Advisor

Richard Bernato

Third Advisor

Anthony Anunziato

Abstract

Traditionally, women do not enter STEM fields as often as men. Stereotype threat could be one of the causes behind this. This study sought to examine the effects on classroom climate, self-efficacy, and performance on girls in single gender and mixed gender private parochial school settings. Eight schools were chosen, four schools with mixed gender classes and four with single gender classes. The target population were secondary school seniors currently in a STEM course. Surveys were distributed to these schools (N=222 from the mixed gender schools, N=25 from the single gender schools). The questions were answered by students using a Likert scale of one (do not disagree) to four (Strongly agree). It was found that in terms of classroom climate [mixed gender classrooms (M=3.14, SD = 0.37), single gender classrooms (M = 2.88, SD = 0.36). (t (225) =-3.34, p=.001)] and Performance [single gender classrooms (M = 2.88, SD = 0.65), mixed gender classrooms (M = 2.10, SD = 0.47). (t (225) = -7.67, p < .001)], there was a statistically significant effect. Students in single gender schools reported more negative effects on these qualities. There was no statistically significant effect on self-efficacy [single gender group (M = 3.19, SD = 0.66), mixed gender group (M = 3.28, SD = 0.60), t (224) = -0.69, p = .25]. The effects of stereotype threat can be seen to have the more negative effect in the single gender parochial schools. That could impact further enrolment in those schools, which are often tuition driven. It also raises questions at to the classroom climate effects being limited to STEM classes, or a systemic problem. Further research into this could provide additional answers to the question of why women do not enter the STEM career fields.

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