A retrospective study of the experiences of female-identifying students in secondary school co-education

Abstract

The purpose of this study was to explore the impact secondary school co-education had on female-identifying students who are now attending sixth form or university. The study aimed to gain a thorough understanding of how female-identifying persons experience being educated in a co-ed school. Participants included four female-identifying students, aged between 18 and 19 years, who were enrolled in a co-ed school during their secondary years and who could reflect on their experiences retrospectively. Face-to-face semi-structured interviews were carried out and were analysed using Interpretative Phenomenological Analysis. Five personal experiential themes emerged from the analysis: “Gender Differences”, “Bullying”, “Pressure to Conform and Striving for Acceptance”, “Relationships and Interactions”, and “Co-Education as a Reflection of the Outside World”. The findings demonstrated that receiving education in a mixed-gender school was perceived as beneficial for the future. Nonetheless, upon deeper examination, it became clear that female-identifying students were psychologically impacted by this co-ed scenario and experienced several shortcomings within the education system. These findings, along with others, were discussed in relation to previous literature. Recommendations for further research were also put forth.