利物浦代写论文:女性的单一性教育

2017-04-26 00:50

女性的单一性教育的另一个积极的结果是，这样的背景下的女孩更容易承担领导作用，无论是在学校和之后，他们进入社会和劳动力。伯吉斯（1990）发现女生都增加自尊和追求同性学校积极的领导作用的更大意愿。在一所女子学校，一个女孩将成为班级主席，一个女孩将获得科学奖，一个女孩将是体育明星。参加这样的环境的女孩习惯于看到自己和其他女孩承担领导角色。一旦领导可能成为年轻女性的身份的一部分，他们更可能再继续寻求领导的机会，即使他们是回到了一个共同的教育情况（Warrington和小2001）。这也很可能延续到女孩的生活很长时间后，他们已经毕业于公立学校环境。凝气发现，随后所有女子学校的毕业生更可能持有专业或在他们的社区的领导职务，有近百分之八十的受访者达到一些这样的位置.
利物浦代写论文:女性的单一性教育
Another positive result of single-sex education for women is that girls from such backgrounds are more likely to assume leadership roles, both in school and after they enter the community and workforce. Burgess (1990) found that girls’ have both increased self-esteem and a greater willingness to pursue active leadership roles in same-sex schools. In an all girls’ school, a girl will be class president, a girl will win the science award, and a girl will be the athletic star. Girls participating in such an environment become used to seeing themselves and other girls assume leadership roles. Once the possibility of leading becomes part of young women’s identities, they are then more likely to continue to seek out leadership opportunities, even if they are returned to a co-educational situation (Warrington and Younger 2001). This is also likely to carry over into girls’ lives long after they have graduated from the public school environment. The NCGS found that subsequently graduates from all-girls’ schools were more likely to hold leadership positions either professionally or in their community, with almost eighty percent of respondents achieving some such position

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