Jaume Camps Bansell and Elisabeth Vierheller, collaborators of Diferenciada.org, publish the conclusions of some research in an article in Revista Española de Pedagogía, nº 269. LXXVI (2018). Nº 269. January-April.

Single-sex education maintains its presence in the school landscape of Spain, in a generalized coeducation environment. Although there is some research on the reasons for maintaining or promoting this school model in the Anglo-Saxon countries, there are no studies for Spain. The proposed objective is to delve into the reasons and motivations-pedagogical or other- of the creation or maintenance of the separation of the sexes in single-sex schools in Spain, and -in the perception of headmasters- to know the results and good practices that lead out in their schools. The qualitative analysis of twelve in-depth interviews with headmasters of these schools was recorded, transcribed and processed with the Atlas.ti program. The analysis of the results led to several conclusions: separation is perceived as a practice that enhances the objectives of personalized education; the single-sex schooling, within an adequate educational planning, provides advantages for aspects such as gender equality or school excellence; It allows responding to a demand from families. The inclusion of training plans for equality in these schools is a widespread practice. It also highlights the consideration of the educational importance of teachers as a gender model to achieve greater equality of opportunity.

The article can be purchased here.