Gender Stratification and Changing in Gender Expectations: A comparative analysis between coeducational schools and single-sex schools in Erbil

Abstract

This study explores the impact of coeducational schools on reducing gender inequality by comparing students' perspectives in coeducational and single-sex schools with similar academic levels. Seventh-grade (aged 12,13) and twelfth-grade (aged 17,18) students from three basic and three preparatory schools participate. Qualitative data is gathered through eight focused group interviews with 80 students and analyzed using coding. Quantitative data is collected through questionnaires, including students' perspectives on gender issues and controllable variables related to their home background. SPSS program is used for analysis, employing cross-tabulation and correlation. The study supports the "enlightenment approach" as both types of schools show changes in gender expectations, with twelfth-grade students exhibiting more egalitarian views. Gender inequality in teacher treatment was observed in all selected schools. Preparatory coeducational schools showed better treatment towards girls, while twelfth-grade girls faced inequality in a preparatory single-sex school for girls. Similarly, a significant gender inequality was found in teacher treatment towards boy students in the preparatory school for boys. This indicates that the school somewhat reproduces inequality. In analyzing the questionnaire, gender, age, and school type were compared as independent variables with dependent variables related to students' perspectives. Results showed that girls generally hold more egalitarian perspectives than males, older students are more egalitarian than younger students, and students in coeducational schools are more egalitarian than those in single-sex schools. This suggests that coeducation is a step towards gender equality. Furthermore, a comparison between seventh-grade and twelfth-grade students' perspectives in each selected school revealed changes in gender expectations between these two stages, emphasizing the impact of education on enlightening gender equality. However, when comparing students' perspectives with their home background, the impact of the school becomes less apparent. Despite the influence of school or education on gender expectations, home socialization remains the primary factor in increasing or reducing gender inequality.