Gender and VCE Mathematics Subject Enrolments 2001-2015 in Co-Educational and Single-Sex Schools

Sep 20, 2026

Examining Victorian Certificate of Education (VCE) mathematics enrolments from 2001 to 2015, the study analyses participation patterns by school type (single-sex or co-educational) and gender across three mathematics subjects: specialist mathematics, mathematical methods, and further mathematics. The article addresses ongoing Australian debates about whether single-sex schooling better supports girls and co-education better supports boys in STEM-related subject choices, using enrolment statistics and survey evidence on schooling, careers, and STEM pathways.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages8

Reading Time20 min

AccessFree to download

Introduction

Previous Research in the Field

Forgasz & Leder Gender and VCE Mathematics Subject Enrolments 2001-2015 in Co-Educational and Single-Sex Schools Helen Forgasz Monash University [Helen.Forgasz@monash.edu](Helen.Forgasz@monash.edu) Gilah Leder Monash University [Gilah.Leder@monash.edu](Gilah.Leder@monash.edu) Declining enrolments in advanced level mathematics at the school level are noted with concern. Whether school type (single-sex school or co-education) affects participation in mathematics continues to be debated. In this article we examine, by school type and gender, statistical data from 2001 to 2015 on Victorian Certificate of Education enrolments in the three mathematics subjects offered at that level. Also explored are the choice of, and reasons for, the school setting assumed to promote STEM studies for girls and boys. Introduction The debate on the relative merits of single-sex and co-educational schooling for girls and for boys persists in Australia. Passionate protagonists are found on both sides. Whether the context is academic achievement, leadership opportunities, or confidence development, one of the most pervasive views put forward is that single-sex schooling is better for girls, while co-education is better for boys. As in the past (see Ainley & Daly, 2002), the reality in contemporary Australia is that there are more single-sex schools for girls than for boys. This pattern is more marked in some states than in others (see Figure 1), and in the ACT, the opposite is found. One consequence of having more single-sex schools for girls than for boys is that girls are outnumbered by boys in co-educational schools. Figure. 1. Percentages of single-sex (boys/girls) and co-educational schools in Australia in 2016, by state/territory. [Data derived from [https://www.goodschools.com.au/](https://www.goodschools.com.au/).] (2017) . In A. Downton, S. Livy, & J. Hall (Eds.), 40 years on: We are still learning! Proceedings of the 40th Annual Conference of the Mathematics Education Research Group of Australasia (pp. 253-260) . Melbourne: MERGA. Single-sex schooling in Australia is predominantly found in the fee-paying sectors of education (Good Schools Guide, 2016) . Within the government sector, single-sex schools generally have selective entry, based on academic achievement. While there are some academic scholarships offered in fee-paying schools, those attending them are generally from higher socio-economic backgrounds than students attending government schools. That school and family backgrounds are major contributing factors to student achievement is widely accepted (e.g., Hattie, 2009) . Cobbold (2015) maintained that in Australia, and elsewhere,“school SES has a much larger impact on student achievement than individual family SES” (pp. 4-5) . Student prior achievement and confidence levels, expectations of those in the social milieu, and school factors including teachers and subject offerings all contribute to subject choice decisions (e.g., Eccles et al., 1983; Hattie, 2009) . Declining enrolments in advanced level mathematics at the school level (e.g., Barrington & Evans, 2014) and the under-representation of females in these subjects (e.g., Barrington & Evans, 2014; Finkel & Sherry, 2017) continue to be of concern. Forgasz (2016) noted the frequency of claims, and strength of beliefs, that girls attending single-sex schools are more likely than girls in co-educational schools to study mathematics and science subjects. But where is the statistical evidence to support these claims? In this article, we present statistical data from 2001 to 2015 on Victorian Certificate of Education (VCE) enrolments in the three mathematics subjects offered (specialist mathematics, mathematical methods, and further mathematics) by gender and school type (single sex girls, single-sex boys, co-educational girls, and co-educational boys) obtained from the Victorian Curriculum and Assessment Authority (VCAA) . Our aims in examining the VCE

FAQs

What data does the article analyze for VCE mathematics enrolments?

It presents VCE enrolment data from 2001 to 2015 for three mathematics subjects (specialist mathematics, mathematical methods, and further mathematics) by gender and school type (single-sex girls, single-sex boys, co-educational girls, co-educational boys).

What key question does the study address about school type and gender?

It asks whether girls and/or boys are more likely to study these mathematics subjects if they attend single-sex schools, compared with co-educational schools.

Why does the article consider reasons and views beyond enrolment counts?

It explores current views in Australia about single-sex schools for STEM participation and draws on survey data about schooling, careers, and STEM pathways to complement the statistical enrolment evidence.

Sep 20, 2026

Uploaded by Taylor Morgan