Sex is one of the factors that affect students’ academic outcomes and professional options. Although the spread of coeducation in Spain contributed to achieving social equality between men and women, there are still some gender difficulties that can be traced back to coeducation itself.
This paper seeks to analyse and interpret the psychosocial effects of coeducational and single-sex schooling, in order to reach a better understanding of learning situations from a gender-based point of view.
The research has been carried out through in-depth interviews to girls and boys who during their teenage years were in contact with both types of schooling (coeducational and single-sex). The evidence, suggestive but inconclusive, leads to a better understanding of gender-based school situations.