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The role of coeducation versus separate-sex schooling in the academic, socioemotional, interpersonal, and career development of adolescents is discussed. Arguments and research support for both types of schooling are reviewed. Separate-sex schooling seems to provide potential academic and attitudinal benefits for at least some students. The limitations of current research are discussed, and directions for further research are offered.
Fred A. Mael (Mon,) studied this question.