Evaluating the Influence of Same-Sex Secondary Agriculture Classrooms on Student Career Interests

Abstract

Same-sex classrooms have been a topic of interest in the educational community since the No Child Left Behind Act of 2001. Proponents of same-sex classrooms argue that it reduces social anxiety, physical aggression, and can close the achievement gap between boys and girls. This quasi-experimental study compared students in same-sex classrooms and coeducational classrooms of ten various Principles of Agriculture courses in [STATE], and the influence these teaching models had on students’ career interests. Key findings from this experimental study included: (a) boys in same-sex classrooms ranked their interest in the agriculture, food, and natural resources career pathway the highest; (b) boys in both groups ranked agricultural education as one of their top three pathways of interest; and (c) boys and girls in both classroom structures ranked science, technology, engineering, and mathematics careers in the bottom three pathways of interest. Recommendations from this study include: (a) exposing boys to careers in agricultural education early in high school; (b) provide trainings for teachers to address gendered stereotypes among perceived “masculine” and “feminine” careers; and (c) professional development for teachers on same-sex classrooms; and additional longitudinal and qualitative research.