1. NCCU Academic Hub
  2. 學術產出
  3. 社會科學學院
  4. 學位論文
  5. Item

學術產出-學位論文

文章檢視/開啟

書目匯出

Google ScholarTM

政大圖書館

引文資訊

TAIR相關學術產出

題名 單一性別學習環境對高中女生選組行爲的影響： 基於「台灣教育長期追蹤資料庫」的反事實分析
The Effect of Single-Sex Schooling on High School Girls’ Curriculum Tracking Selection: A Counterfactual Analysis of Taiwan Educational Panel Survey
作者 李尋菲
貢獻者 關秉寅
李尋菲
關鍵詞 單一性別環境
傾向分數配對
反事實分析
教育分流
台灣教育長期追蹤資料庫
Single-sex Schooling
Propensity Score Matching(PSM)
Counterfactual analysis
Educational tracking
Taiwan Educational Panel Survey(TEPS)
日期 2017
上傳時間 13-九月-2017 15:21:19 (UTC+8)
摘要 本研究使用「臺灣教育長期追蹤資料庫」第二波（2003）國三與第三波（2005）高二的CP追蹤數據，採用反事實模型框架下的傾向分數配對法估計單一性別環境對臺灣高中女生選組行爲（自然組／社會組）的因果效應。使用學生進入高中前的國三資料，本研究在學生因素，家庭因素和學校、班級因素三個方面充分平衡處置組（進入女校）和控制組（進入男女合校）的樣本，使配對樣本之間除了進入女校或進入男女合校之外，在以上三個方面儘可能相等，嘗試克服觀察性數據因選擇性偏誤問題對因果效應的估計帶來的阻礙。結果顯示，在進行傾向分數配對後，處置組和控制組之間達到了很好的平衡，進入女校的女生與進入男女合班的男女合校中的女生相比，女校顯著地促進了高中女生選自然組的機率，然而該效應在數學成績水平不同的女生中存在異質性，女校顯著地促進了數學成績處於高水平的女生的選擇自然組的行爲。作爲教育分流的重要組成部分，臺灣高中生選組行爲的性別隔離長期存在，選組行爲與學生未來大學科系選擇和職業選擇關係密切，自然組中低比例的女生組成顯現出隱藏的教育機會不平等。該現象長期存在的背後因素，除了學生個人因素和學生家庭背景因素帶來的影響，本研究關注學校這一角色對高中女生選組行爲的影響。
Based on the Taiwan Educational Panel Survey’s core panel data from wave 2 (junior high school/9th grade) and wave 3 (high school/11th grade), researcher applies the propensity score analysis in counterfactual framework to study the causal effect of single-sex schooling on high school girls’ curriculum tracking (science track or humanity track) selection. Observational data always be the obstacles of making the causal analysis because it`s lacking random assignment and being under threat of selection bias and unobserved variables. Using the pretreatment variables from students in 9th grade, students in the treatment group were matched with those in control groups by the individual factors, family factors and school, classroom environment factors. After matching, students come from different groups are supposed to be relatively equivalent on all the matching variables except for attending single-sex school or not. The researcher can make suitable comparison and prediction between well-matched samples. The result shows that more girls in single-sex high schools tend to choose science track. Effect of single-sex schooling is not the same among girls with different level of math scores. It benefits girls with top math performance significantly. As an important part of the educational tracking system, alternative curriculum tracking selection in Taiwan high school is worth noteworthy. The long lasting gender segregation is closely associated with students college major as well as occupation selection and it reveals the hidden educational inequality between gender. Other than focusing on the individual and family background effect on high school girls’ curriculum tracking selection, this study highlights the school effect on it.
參考文獻 山本禮子，（1999）。植民地台湾の高等女学校研究。多賀出版。
黃毅志，（2011）。台灣的教育分流，勞力市場階層結構與地位取得。心理。

林大森，（1999）。台灣地區家庭背景對中等教育分流的影響：[高中-高職] 與
[公立-私立] 差異的探討。東吳社會學報，8，35-77。
——，（2006）。大學指定科目考試跨考數學議題之初探。台灣教育社會學研究，6，43-83。
郭祐誠、許聖章，（2011）。數學能力與性別對高中學生選組之影響。經濟論文
叢刊，39（4），541-591。
秦夢群，（2004）。大學多元入學制度實施與改革之研究。教育政策論壇，第七
卷第二期，59-84。
陳婉琪，（2013）。高中生選組行為的原因與結果：性別、信念、教師角色與能
力發展 [Causes and Consequences of High School Curriculum - Track
Selection：Gender, Belief, Teacher`s Gender, and Cognitive
Development]。台灣社會學，25，89-123。
陳婉琪、許雅琳，（2011）。重探高等教育科系性別隔離的影響因素：技職與學術取向教育之對比，臺灣社會學刊，48，151-199。
黃鴻文、王心怡,（2010）。教育分流與性別再製⎯⎯二班高中女生學生文化之
民族誌研究。臺灣教育社會學研究，10(1)，127-74。
楊巧玲，（2005）。性別化的興趣與能力：高中學生類組選擇之探究。臺灣教育
社會學研究，5（2），113-153。
楊龍立，（1993）。我國高中學生主修科別與性別的關係之研究。教育研究資
訊，1（3），64-75。
薛承泰，（1996）。影響國初中後教育分流的實證分析：性別，省籍，與家庭背景的差異。臺灣社會學刊，20，49-84。
謝小芩、林大森、陳佩英，（2011）。性別科系跨界?大學生的性別與科系選擇。
台灣社會學刊，48，95-149
關秉寅，（2016）。國中讀前段班有差嗎？能力分班對學習成就影響的反事實分析。教育研究集刊，62（1），1-33。
關秉寅、李敦義，（2008）。補習數學有用嗎?一個“反事實”的分析。臺灣社會 學刊，41，97-148。

張苙雲（2003）。台灣教育長期追蹤資料庫：第二波學生問卷【原始數據】、第二波家長問卷【原始數據】、第二波教師問卷【原始數據】。授權碼 SRDAR012016005。取自中央研究院調查研究專題中心學術調查研究資料庫 http://srda.sinica.edu.tw
____，（2005）。台灣教育長期追蹤資料庫：第三波學生問卷【原始數據】。授權碼 SRDAR012016005。取自中央研究院調查研究專題中心學術調查研究資料庫http://srda.sinica.edu.tw
____，（2011）台灣教育長期追蹤資料庫：資料使用手冊【2011，12，01版】、第二波（2003）國中學生、家長、教師問卷，第三波（2005）高中學生問卷。中央研究院調查研究專題中心學術調查研究資料庫【管理、釋出單位】。

李奕瑩（2014）。公立高中數理資優男女生在單一性別與混合性別班級之自我概念，性別刻板印象與心理健康之差異。未出版之碩士論文，成功大學，教育研究所，臺南。
林詩琪（2006）。單一性別環境對國中女生數學成就的影響。未出版之碩士論文，政治大學，社會學研究所，臺北。
項樂琦（2008）。刻板印象威脅下的青少女: 男性化特質對邏輯分析表現與信心的效果。未出版之碩士論文，臺灣大學，心理學研究所, 臺北。

卓姿均，日治時期臺灣高等女學校，檢自：
https://www.ntl.edu.tw/public/Attachment/671514205918.pdf
張錦弘，「單一性別」高中職 全台剩這24校，上網日期2016年1月6日，檢
自：https://udn.com/news/story/6886/1423511.html

Coleman, James S, (1961), The adolescent society.
____. (1966), Equality of educational opportunity.
Daniels, M., Devlin, B., & Roeder, K. (1997). Of genes and IQ Intelligence, Genes, and Success (pp. 45-70): Springer.
Guo, S., & Fraser, M. W. (2014). Propensity score analysis (Vol. 12), Sage.
Herrnstein, R. J., & Murray, C. (2010). Bell curve: Intelligence and class structure in American life, Simon and Schuster.
Lieberson, S. (1985). Making it count: The improvement of social research and theory, Univ of California Press.
Morgan, S. L., & Winship, C. (2014). Counterfactuals and causal inference, Cambridge University Press.
Riordan, C. (2015). Single-sex schools: a place to learn, Rowman & Littlefield.
Rosenbaum, Paul R. (2002). Observational studies, Springer.
SADKER, M. i Sadker, D.(1994). Failing at fairness: How America’s schools cheat girls, 8.
Sadker, D., & Zittleman, K. R. (2009). Still failing at fairness: How gender bias cheats girls and boys in school and what we can do about it, Simon and Schuster.
Xie, Y., Shauman, K. A., & Shauman, K. A. (2003). Women in science: Career processes and outcomes (Vol. 26): Harvard University Press Cambridge, MA.
Yu, W. H. (2009). Gendered trajectories: women, work, and social change in japan and Taiwan, Stanford University Press.

Becker, G. S. (1962). Investment in human capital: A theoretical analysis. Journal of political economy, 70(5, Part 2), 9-49.
____. (1964). Human Capital: A theoretical and empirical analysis, with special reference to education: National Bureau of Economic Research.
Becker, G. S., & Tomes, N. (1986). Human capital and the rise and fall of families. Journal of labor economics, 4(3, Part 2), S1-S39.
d’Agostino, R. B. (1998). Tutorial in biostatistics: propensity score methods for bias reduction in the comparison of a treatment to a non-randomized control group. Stat Med, 17(19), 2265-2281.
Dale, Reginald R, 1974, Mixed or single-sex school?. Vol. 3, Attainment, attitudes and overview.
DiPrete, T. A., & Buchmann, C. (2013). The rise of women: The growing gender gap in education and what it means for American schools: Russell Sage Foundation.
Finley, M. K. (1984). Teachers and tracking in a comprehensive high school. Sociology of Education, 233-243.
Gamoran, A. (1992). The variable effects of high school tracking. American sociological review, 812-828.
Halpern, D. F., Eliot, L., Bigler, R. S., Fabes, R. A., Hanish, L. D., Hyde, J., . . . Martin, C. L. (2011). The pseudoscience of single-sex schooling. Science, 333(6050), 1706-1707.
Harding, D. J. (2003). Counterfactual models of neighborhood effects: The effect of neighborhood poverty on dropping out and teenage pregnancy. American journal of Sociology, 109(3), 676-719.
Heckman, J., Ichimura, H., Smith, J., & Todd, P. (1998). Characterizing selection bias using experimental data (No. w6699). National bureau of economic research.
Holland, P. W., Glymour, C., & Granger, C. (1985). Statistics and causal inference. ETS Research Report Series, 1985(2).
Hoxby, C. (2000). Peer effects in the classroom: Learning from gender and race variation (No. w7867). National Bureau of Economic Research.
Jackson, C Kirabo, (2012). Single-sex schools, student achievement, and course selection: Evidence from rule-based student assignments in Trinidad and Tobago, Journal of Public Economics, 96(1), 173-87.
Jimenez, Emmanuel, and Marlaine E Lockheed, (1989). Enhancing girls’ learning through single-sex education: Evidence and a policy conundrum, Educational Evaluation and Policy Analysis, 11(2), 117-42.
Kalkus, O. A. (2012). Single-sex education: Results one-sided. Science, 335(6065), 165-165.
Kaufman, J. C., Kaufman, S. B., & Plucker, J. A. (2013). Contemporary theories of intelligence. The oxford handbook of cognitive psychology, 811-822.
Kenway, Jane, and Sue Willis, 1986, "Feminist single‐sex educational strategies: some theoretical flaws and practical fallacies." The Australian Journal of Education Studies 7(1):1-30.
Kohn, M. L. (1963). Social class and parent-child relationships: An interpretation. American journal of Sociology, 68(4), 471-480.
Kuan, P.-Y. (2011). Effects of cram schooling on mathematics performance: Evidence from junior high students in Taiwan. Comparative education review, 55(3), 342-368.
____, (2016). Does It Make a Difference in Being Assigned to High-Ability Groups in Junior High? A Counterfactual Analysis of the Effects of Ability Grouping on Students` Academic Achievement in Taiwan. Jiaoyu Yanjiu Jikan, 62(1), 1.
Lareau, A. (2002). Invisible inequality: Social class and childrearing in black families and white families. American sociological review, 747-776.
Lavy, V., & Schlosser, A. (2011). Mechanisms and impacts of gender peer effects at school. American Economic Journal: Applied Economics, 3(2), 1-33.
Lee, Valerie E, and Marlaine E Lockheed, (1990). The effects of single-sex schooling on achievement and attitudes in Nigeria, Comparative education review, 34(2), 209-31.
Lee, S., & Shouse, R. C. (2011). The impact of prestige orientation on shadow education in South Korea. Sociology of Education, 84(3), 212-224.
Lee, V. E. and A. S. Bryk (1986). "Effects of single-sex secondary schools on student achievement and attitudes." Journal of educational Psychology 78(5): 381.
Lee, Valerie E, Helen M Marks, and Tina Byrd, (1994). Sexism in single-sex and coeducational independent secondary school classrooms, Sociology of Education, 92-120.
Legewie, J., & DiPrete, T. A. (2012). School context and the gender gap in educational achievement. American sociological review, 77(3), 463-485.
Lucas, S. R. (2016). First-and Second-Order Methodological Developments from the Coleman Report. RSF, 2(5), 117–140.
Lucas, S. R., & Berends, M. (2002). Sociodemographic diversity, correlated achievement, and de facto tracking. Sociology of Education, 328-348.
____. (2007). Race and track location in US public schools. Research in Social Stratification and Mobility, 25(3), 169-187.
Mael, F. A. (1998). Single-sex and coeducational schooling: Relationships to socioemotional and academic development. Review of educational research, 68(2), 101-129.
Marsh, H. W. (1989). "Effects of attending single-sex and coeducational high schools on achievement, attitudes, behaviors, and sex differences." Journal of educational Psychology 81(1): 70.
Morgan, S. L. (2001). Counterfactuals, causal effect heterogeneity, and the Catholic school effect on learning. Sociology of Education, 341-374.
Morgan, S. L., & Jung, S. B. (2016). Still No Effect of Resources, Even in the New Gilded Age? RSF, 2(5), 83–116.
Pahlke, Erin, Janet Shibley Hyde, and Janet E Mertz, (2013). The effects of single-sex compared with coeducational schooling on mathematics and science achievement: Data from Korea, Journal of educational Psychology, 105(2), 444.
Pallas, A. M., Entwisle, D. R., Alexander, K. L., & Stluka, M. F. (1994). Ability-group effects: Instructional, social, or institutional? Sociology of Education, 27-46.
Park, Hyunjoon, Jere R Behrman, and Jaesung Choi, (2013). Causal effects of single-sex schools on college entrance exams and college attendance: Random assignment in Seoul high schools, Demography, 50(2), 447-69.
Raudenbush, S. W., & Willms, J. (1995). The estimation of school effects. Journal of educational and behavioral statistics, 20(4), 307-335.
Robert, M. (1980). The Wisconsin longitudinal study of social and psychological factors in aspirations and achievements. Research in sociology of education and socialization, 1, 59-99.
Rosenbaum, P. R. (1984). From association to causation in observational studies: The role of tests of strongly ignorable treatment assignment. Journal of the American Statistical Association, 79(385), 41-48.
____. (2002). Observational studies Observational studies (pp. 1-17): Springer.
Rosenbaum, P. R., & Rubin, D. B. (1983). Assessing sensitivity to an unobserved binary covariate in an observational study with binary outcome. Journal of the Royal Statistical Society. Series B (Methodological), 212-218.
____. (1985). Constructing a control group using multivariate matched sampling methods that incorporate the propensity score. The American Statistician, 39(1), 33-38.
Rubin, D. B. (1974). Estimating causal effects of treatments in randomized and nonrandomized studies. Journal of educational Psychology, 66(5), 688.
____. (1977). Assignment to Treatment Group on the Basis of a Covariate. Journal of educational Statistics, 2(1), 1-26.
____. (1991). Practical implications of modes of statistical inference for causal effects and the critical role of the assignment mechanism. Biometrics, 1213-1234.
Selzam, S., Krapohl, E., von Stumm, S., O`reilly, P., Rimfeld, K., Kovas, Y., . . . Plomin, R. (2017). Predicting educational achievement from DNA. Molecular psychiatry, 22(2), 267-272.
Sohn, Hosung, (2016). Mean and distributional impact of single-sex high schools on students’ cognitive achievement, major choice, and test-taking behavior: Evidence from a random assignment policy in Seoul, Korea, Economics of Education Review, 52155-75.
Sørensen, A. B. (1970). Organizational differentiation of students and educational opportunity. Sociology of Education, 355-376.
Steele, C. M. (1997). A threat in the air: How stereotypes shape intellectual identity and performance. American psychologist, 52(6), 613.
Sugimoto, C. R., Lariviere, V., Ni, C., Gingras, Y., & Cronin, B. (2013). Global gender disparities in science. Nature, 504(7479), 211-213.
Tsai, S.-L. (1998). The transition from school to work in Taiwan. See Shavit & Mueller, 1998, 443-470.
Tsai, Shu-Ling, Michael L Smith, and Robert M Hauser, 2017, "Families, Schools, and Student Achievement Inequality: A Multilevel MIMIC Model Approach." Sociology of Education 90(1):64-88.
Tsai, S.-L., Smith, M. L., & Hauser, R. M. (2017). Families, Schools, and Student Achievement Inequality: A Multilevel MIMIC Model Approach. Sociology of Education, 90(1), 64-88.
Turner, R. H. (1960). Sponsored and contest mobility and the school system. American sociological review, 855-867.
Whitmore, D. (2005). Resource and peer impacts on girls` academic achievement: Evidence from a randomized experiment. American Economic Review, 199-203.


Leuven, E., & Sianesi, B. (2015). PSMATCH2: Stata module to perform full Mahalanobis and propensity score matching, common support graphing, and covariate imbalance testing. Statistical Software Components.
描述 碩士
國立政治大學
社會學系
103254020
資料來源 http://thesis.lib.nccu.edu.tw/record/#G1032540202
資料類型 thesis
dc.contributor.advisor 關秉寅zh_TW
dc.contributor.author (作者) 李尋菲zh_TW
dc.creator (作者) 李尋菲zh_TW
dc.date (日期) 2017en_US
dc.date.accessioned 13-九月-2017 15:21:19 (UTC+8)-
dc.date.available 13-九月-2017 15:21:19 (UTC+8)-
dc.date.issued (上傳時間) 13-九月-2017 15:21:19 (UTC+8)-
dc.identifier (其他 識別碼) G1032540202en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/112762-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 社會學系zh_TW
dc.description (描述) 103254020zh_TW
dc.description.abstract (摘要) 本研究使用「臺灣教育長期追蹤資料庫」第二波（2003）國三與第三波（2005）高二的CP追蹤數據，採用反事實模型框架下的傾向分數配對法估計單一性別環境對臺灣高中女生選組行爲（自然組／社會組）的因果效應。使用學生進入高中前的國三資料，本研究在學生因素，家庭因素和學校、班級因素三個方面充分平衡處置組（進入女校）和控制組（進入男女合校）的樣本，使配對樣本之間除了進入女校或進入男女合校之外，在以上三個方面儘可能相等，嘗試克服觀察性數據因選擇性偏誤問題對因果效應的估計帶來的阻礙。結果顯示，在進行傾向分數配對後，處置組和控制組之間達到了很好的平衡，進入女校的女生與進入男女合班的男女合校中的女生相比，女校顯著地促進了高中女生選自然組的機率，然而該效應在數學成績水平不同的女生中存在異質性，女校顯著地促進了數學成績處於高水平的女生的選擇自然組的行爲。作爲教育分流的重要組成部分，臺灣高中生選組行爲的性別隔離長期存在，選組行爲與學生未來大學科系選擇和職業選擇關係密切，自然組中低比例的女生組成顯現出隱藏的教育機會不平等。該現象長期存在的背後因素，除了學生個人因素和學生家庭背景因素帶來的影響，本研究關注學校這一角色對高中女生選組行爲的影響。zh_TW
dc.description.abstract (摘要) Based on the Taiwan Educational Panel Survey’s core panel data from wave 2 (junior high school/9th grade) and wave 3 (high school/11th grade), researcher applies the propensity score analysis in counterfactual framework to study the causal effect of single-sex schooling on high school girls’ curriculum tracking (science track or humanity track) selection. Observational data always be the obstacles of making the causal analysis because it`s lacking random assignment and being under threat of selection bias and unobserved variables. Using the pretreatment variables from students in 9th grade, students in the treatment group were matched with those in control groups by the individual factors, family factors and school, classroom environment factors. After matching, students come from different groups are supposed to be relatively equivalent on all the matching variables except for attending single-sex school or not. The researcher can make suitable comparison and prediction between well-matched samples. The result shows that more girls in single-sex high schools tend to choose science track. Effect of single-sex schooling is not the same among girls with different level of math scores. It benefits girls with top math performance significantly. As an important part of the educational tracking system, alternative curriculum tracking selection in Taiwan high school is worth noteworthy. The long lasting gender segregation is closely associated with students college major as well as occupation selection and it reveals the hidden educational inequality between gender. Other than focusing on the individual and family background effect on high school girls’ curriculum tracking selection, this study highlights the school effect on it.en_US
dc.description.tableofcontents 第一章 緒論 1
第二章 文獻回顧 3
第一節 臺灣教育制度中的教育分流 3
——選組行爲與教育不平等 3
第二節 單一性別環境作爲學校、班級效應對學生教育選擇的影響 10
第三節 該領域研究中的方法論困境 20
第三章 研究數據與分析策略 21
第一節 研究數據：「臺灣教育長期追蹤資料庫」 21
第二節 分析策略 23
第三節 數據處理 29
第四章 傾向分數配對與結果分析 37
第一節 配對前的平衡檢驗 37
第二節 用二分勝算對數模型（logistic regression）估計傾向 38
分數 38
第三節 配對，誤差檢驗與結果分析 39
第五章 結論與討論 43
參考文獻 45
附錄 54		zh_TW
dc.format.extent 1271761 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G1032540202en_US
dc.subject (關鍵詞) 單一性別環境zh_TW
dc.subject (關鍵詞) 傾向分數配對zh_TW
dc.subject (關鍵詞) 反事實分析zh_TW
dc.subject (關鍵詞) 教育分流zh_TW
dc.subject (關鍵詞) 台灣教育長期追蹤資料庫zh_TW
dc.subject (關鍵詞) Single-sex Schoolingen_US
dc.subject (關鍵詞) Propensity Score Matching(PSM)en_US
dc.subject (關鍵詞) Counterfactual analysisen_US
dc.subject (關鍵詞) Educational trackingen_US
dc.subject (關鍵詞) Taiwan Educational Panel Survey(TEPS)en_US
dc.title (題名) 單一性別學習環境對高中女生選組行爲的影響： 基於「台灣教育長期追蹤資料庫」的反事實分析zh_TW
dc.title (題名) The Effect of Single-Sex Schooling on High School Girls’ Curriculum Tracking Selection: A Counterfactual Analysis of Taiwan Educational Panel Surveyen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) 山本禮子，（1999）。植民地台湾の高等女学校研究。多賀出版。
黃毅志，（2011）。台灣的教育分流，勞力市場階層結構與地位取得。心理。

林大森，（1999）。台灣地區家庭背景對中等教育分流的影響：[高中-高職] 與
[公立-私立] 差異的探討。東吳社會學報，8，35-77。
——，（2006）。大學指定科目考試跨考數學議題之初探。台灣教育社會學研究，6，43-83。
郭祐誠、許聖章，（2011）。數學能力與性別對高中學生選組之影響。經濟論文
叢刊，39（4），541-591。
秦夢群，（2004）。大學多元入學制度實施與改革之研究。教育政策論壇，第七
卷第二期，59-84。
陳婉琪，（2013）。高中生選組行為的原因與結果：性別、信念、教師角色與能
力發展 [Causes and Consequences of High School Curriculum - Track
Selection：Gender, Belief, Teacher`s Gender, and Cognitive
Development]。台灣社會學，25，89-123。
陳婉琪、許雅琳，（2011）。重探高等教育科系性別隔離的影響因素：技職與學術取向教育之對比，臺灣社會學刊，48，151-199。
黃鴻文、王心怡,（2010）。教育分流與性別再製⎯⎯二班高中女生學生文化之
民族誌研究。臺灣教育社會學研究，10(1)，127-74。
楊巧玲，（2005）。性別化的興趣與能力：高中學生類組選擇之探究。臺灣教育
社會學研究，5（2），113-153。
楊龍立，（1993）。我國高中學生主修科別與性別的關係之研究。教育研究資
訊，1（3），64-75。
薛承泰，（1996）。影響國初中後教育分流的實證分析：性別，省籍，與家庭背景的差異。臺灣社會學刊，20，49-84。
謝小芩、林大森、陳佩英，（2011）。性別科系跨界?大學生的性別與科系選擇。
台灣社會學刊，48，95-149
關秉寅，（2016）。國中讀前段班有差嗎？能力分班對學習成就影響的反事實分析。教育研究集刊，62（1），1-33。
關秉寅、李敦義，（2008）。補習數學有用嗎?一個“反事實”的分析。臺灣社會 學刊，41，97-148。

張苙雲（2003）。台灣教育長期追蹤資料庫：第二波學生問卷【原始數據】、第二波家長問卷【原始數據】、第二波教師問卷【原始數據】。授權碼 SRDAR012016005。取自中央研究院調查研究專題中心學術調查研究資料庫 http://srda.sinica.edu.tw
____，（2005）。台灣教育長期追蹤資料庫：第三波學生問卷【原始數據】。授權碼 SRDAR012016005。取自中央研究院調查研究專題中心學術調查研究資料庫http://srda.sinica.edu.tw
____，（2011）台灣教育長期追蹤資料庫：資料使用手冊【2011，12，01版】、第二波（2003）國中學生、家長、教師問卷，第三波（2005）高中學生問卷。中央研究院調查研究專題中心學術調查研究資料庫【管理、釋出單位】。

李奕瑩（2014）。公立高中數理資優男女生在單一性別與混合性別班級之自我概念，性別刻板印象與心理健康之差異。未出版之碩士論文，成功大學，教育研究所，臺南。
林詩琪（2006）。單一性別環境對國中女生數學成就的影響。未出版之碩士論文，政治大學，社會學研究所，臺北。
項樂琦（2008）。刻板印象威脅下的青少女: 男性化特質對邏輯分析表現與信心的效果。未出版之碩士論文，臺灣大學，心理學研究所, 臺北。

卓姿均，日治時期臺灣高等女學校，檢自：
https://www.ntl.edu.tw/public/Attachment/671514205918.pdf
張錦弘，「單一性別」高中職 全台剩這24校，上網日期2016年1月6日，檢
自：https://udn.com/news/story/6886/1423511.html

Coleman, James S, (1961), The adolescent society.
____. (1966), Equality of educational opportunity.
Daniels, M., Devlin, B., & Roeder, K. (1997). Of genes and IQ Intelligence, Genes, and Success (pp. 45-70): Springer.
Guo, S., & Fraser, M. W. (2014). Propensity score analysis (Vol. 12), Sage.
Herrnstein, R. J., & Murray, C. (2010). Bell curve: Intelligence and class structure in American life, Simon and Schuster.
Lieberson, S. (1985). Making it count: The improvement of social research and theory, Univ of California Press.
Morgan, S. L., & Winship, C. (2014). Counterfactuals and causal inference, Cambridge University Press.
Riordan, C. (2015). Single-sex schools: a place to learn, Rowman & Littlefield.
Rosenbaum, Paul R. (2002). Observational studies, Springer.
SADKER, M. i Sadker, D.(1994). Failing at fairness: How America’s schools cheat girls, 8.
Sadker, D., & Zittleman, K. R. (2009). Still failing at fairness: How gender bias cheats girls and boys in school and what we can do about it, Simon and Schuster.
Xie, Y., Shauman, K. A., & Shauman, K. A. (2003). Women in science: Career processes and outcomes (Vol. 26): Harvard University Press Cambridge, MA.
Yu, W. H. (2009). Gendered trajectories: women, work, and social change in japan and Taiwan, Stanford University Press.

Becker, G. S. (1962). Investment in human capital: A theoretical analysis. Journal of political economy, 70(5, Part 2), 9-49.
____. (1964). Human Capital: A theoretical and empirical analysis, with special reference to education: National Bureau of Economic Research.
Becker, G. S., & Tomes, N. (1986). Human capital and the rise and fall of families. Journal of labor economics, 4(3, Part 2), S1-S39.
d’Agostino, R. B. (1998). Tutorial in biostatistics: propensity score methods for bias reduction in the comparison of a treatment to a non-randomized control group. Stat Med, 17(19), 2265-2281.
Dale, Reginald R, 1974, Mixed or single-sex school?. Vol. 3, Attainment, attitudes and overview.
DiPrete, T. A., & Buchmann, C. (2013). The rise of women: The growing gender gap in education and what it means for American schools: Russell Sage Foundation.
Finley, M. K. (1984). Teachers and tracking in a comprehensive high school. Sociology of Education, 233-243.
Gamoran, A. (1992). The variable effects of high school tracking. American sociological review, 812-828.
Halpern, D. F., Eliot, L., Bigler, R. S., Fabes, R. A., Hanish, L. D., Hyde, J., . . . Martin, C. L. (2011). The pseudoscience of single-sex schooling. Science, 333(6050), 1706-1707.
Harding, D. J. (2003). Counterfactual models of neighborhood effects: The effect of neighborhood poverty on dropping out and teenage pregnancy. American journal of Sociology, 109(3), 676-719.
Heckman, J., Ichimura, H., Smith, J., & Todd, P. (1998). Characterizing selection bias using experimental data (No. w6699). National bureau of economic research.
Holland, P. W., Glymour, C., & Granger, C. (1985). Statistics and causal inference. ETS Research Report Series, 1985(2).
Hoxby, C. (2000). Peer effects in the classroom: Learning from gender and race variation (No. w7867). National Bureau of Economic Research.
Jackson, C Kirabo, (2012). Single-sex schools, student achievement, and course selection: Evidence from rule-based student assignments in Trinidad and Tobago, Journal of Public Economics, 96(1), 173-87.
Jimenez, Emmanuel, and Marlaine E Lockheed, (1989). Enhancing girls’ learning through single-sex education: Evidence and a policy conundrum, Educational Evaluation and Policy Analysis, 11(2), 117-42.
Kalkus, O. A. (2012). Single-sex education: Results one-sided. Science, 335(6065), 165-165.
Kaufman, J. C., Kaufman, S. B., & Plucker, J. A. (2013). Contemporary theories of intelligence. The oxford handbook of cognitive psychology, 811-822.
Kenway, Jane, and Sue Willis, 1986, "Feminist single‐sex educational strategies: some theoretical flaws and practical fallacies." The Australian Journal of Education Studies 7(1):1-30.
Kohn, M. L. (1963). Social class and parent-child relationships: An interpretation. American journal of Sociology, 68(4), 471-480.
Kuan, P.-Y. (2011). Effects of cram schooling on mathematics performance: Evidence from junior high students in Taiwan. Comparative education review, 55(3), 342-368.
____, (2016). Does It Make a Difference in Being Assigned to High-Ability Groups in Junior High? A Counterfactual Analysis of the Effects of Ability Grouping on Students` Academic Achievement in Taiwan. Jiaoyu Yanjiu Jikan, 62(1), 1.
Lareau, A. (2002). Invisible inequality: Social class and childrearing in black families and white families. American sociological review, 747-776.
Lavy, V., & Schlosser, A. (2011). Mechanisms and impacts of gender peer effects at school. American Economic Journal: Applied Economics, 3(2), 1-33.
Lee, Valerie E, and Marlaine E Lockheed, (1990). The effects of single-sex schooling on achievement and attitudes in Nigeria, Comparative education review, 34(2), 209-31.
Lee, S., & Shouse, R. C. (2011). The impact of prestige orientation on shadow education in South Korea. Sociology of Education, 84(3), 212-224.
Lee, V. E. and A. S. Bryk (1986). "Effects of single-sex secondary schools on student achievement and attitudes." Journal of educational Psychology 78(5): 381.
Lee, Valerie E, Helen M Marks, and Tina Byrd, (1994). Sexism in single-sex and coeducational independent secondary school classrooms, Sociology of Education, 92-120.
Legewie, J., & DiPrete, T. A. (2012). School context and the gender gap in educational achievement. American sociological review, 77(3), 463-485.
Lucas, S. R. (2016). First-and Second-Order Methodological Developments from the Coleman Report. RSF, 2(5), 117–140.
Lucas, S. R., & Berends, M. (2002). Sociodemographic diversity, correlated achievement, and de facto tracking. Sociology of Education, 328-348.
____. (2007). Race and track location in US public schools. Research in Social Stratification and Mobility, 25(3), 169-187.
Mael, F. A. (1998). Single-sex and coeducational schooling: Relationships to socioemotional and academic development. Review of educational research, 68(2), 101-129.
Marsh, H. W. (1989). "Effects of attending single-sex and coeducational high schools on achievement, attitudes, behaviors, and sex differences." Journal of educational Psychology 81(1): 70.
Morgan, S. L. (2001). Counterfactuals, causal effect heterogeneity, and the Catholic school effect on learning. Sociology of Education, 341-374.
Morgan, S. L., & Jung, S. B. (2016). Still No Effect of Resources, Even in the New Gilded Age? RSF, 2(5), 83–116.
Pahlke, Erin, Janet Shibley Hyde, and Janet E Mertz, (2013). The effects of single-sex compared with coeducational schooling on mathematics and science achievement: Data from Korea, Journal of educational Psychology, 105(2), 444.
Pallas, A. M., Entwisle, D. R., Alexander, K. L., & Stluka, M. F. (1994). Ability-group effects: Instructional, social, or institutional? Sociology of Education, 27-46.
Park, Hyunjoon, Jere R Behrman, and Jaesung Choi, (2013). Causal effects of single-sex schools on college entrance exams and college attendance: Random assignment in Seoul high schools, Demography, 50(2), 447-69.
Raudenbush, S. W., & Willms, J. (1995). The estimation of school effects. Journal of educational and behavioral statistics, 20(4), 307-335.
Robert, M. (1980). The Wisconsin longitudinal study of social and psychological factors in aspirations and achievements. Research in sociology of education and socialization, 1, 59-99.
Rosenbaum, P. R. (1984). From association to causation in observational studies: The role of tests of strongly ignorable treatment assignment. Journal of the American Statistical Association, 79(385), 41-48.
____. (2002). Observational studies Observational studies (pp. 1-17): Springer.
Rosenbaum, P. R., & Rubin, D. B. (1983). Assessing sensitivity to an unobserved binary covariate in an observational study with binary outcome. Journal of the Royal Statistical Society. Series B (Methodological), 212-218.
____. (1985). Constructing a control group using multivariate matched sampling methods that incorporate the propensity score. The American Statistician, 39(1), 33-38.
Rubin, D. B. (1974). Estimating causal effects of treatments in randomized and nonrandomized studies. Journal of educational Psychology, 66(5), 688.
____. (1977). Assignment to Treatment Group on the Basis of a Covariate. Journal of educational Statistics, 2(1), 1-26.
____. (1991). Practical implications of modes of statistical inference for causal effects and the critical role of the assignment mechanism. Biometrics, 1213-1234.
Selzam, S., Krapohl, E., von Stumm, S., O`reilly, P., Rimfeld, K., Kovas, Y., . . . Plomin, R. (2017). Predicting educational achievement from DNA. Molecular psychiatry, 22(2), 267-272.
Sohn, Hosung, (2016). Mean and distributional impact of single-sex high schools on students’ cognitive achievement, major choice, and test-taking behavior: Evidence from a random assignment policy in Seoul, Korea, Economics of Education Review, 52155-75.
Sørensen, A. B. (1970). Organizational differentiation of students and educational opportunity. Sociology of Education, 355-376.
Steele, C. M. (1997). A threat in the air: How stereotypes shape intellectual identity and performance. American psychologist, 52(6), 613.
Sugimoto, C. R., Lariviere, V., Ni, C., Gingras, Y., & Cronin, B. (2013). Global gender disparities in science. Nature, 504(7479), 211-213.
Tsai, S.-L. (1998). The transition from school to work in Taiwan. See Shavit & Mueller, 1998, 443-470.
Tsai, Shu-Ling, Michael L Smith, and Robert M Hauser, 2017, "Families, Schools, and Student Achievement Inequality: A Multilevel MIMIC Model Approach." Sociology of Education 90(1):64-88.
Tsai, S.-L., Smith, M. L., & Hauser, R. M. (2017). Families, Schools, and Student Achievement Inequality: A Multilevel MIMIC Model Approach. Sociology of Education, 90(1), 64-88.
Turner, R. H. (1960). Sponsored and contest mobility and the school system. American sociological review, 855-867.
Whitmore, D. (2005). Resource and peer impacts on girls` academic achievement: Evidence from a randomized experiment. American Economic Review, 199-203.


Leuven, E., & Sianesi, B. (2015). PSMATCH2: Stata module to perform full Mahalanobis and propensity score matching, common support graphing, and covariate imbalance testing. Statistical Software Components.		zh_TW