This proof of concept study
assessed student cortisol levels under three environs:1) alone;2) same-sex setting; and 3) mixed-sex setting after completing a cognitive task.
The results indicated that both males and females demonstrated increased levels
in the same-sex environs compared to the other environs. The relevant issue for
educators is whether this response is adaptive. Implications of these findings
Cite this paper
Forbes, S. , Chesser, S. & Guarino, A. (2013). A Proof of Concept Study on Cortisol Response to Three Different Educational Environs (Alone, Same-Sex, and Mixed-Sex). Creative Education, 4, 9-10. doi: 10.4236/ce.2013.44A002.
 Burton, B. (2010). The end of the women’s college? Harvard Political Review, 43, 7-13.
 Corston, R., & Colman, A. M. (1996). Gender and social facilitation effects on computer competence and attitudes toward computers. Journal of Educational Computing Research, 14, 171-183.
 Giamia, A., Ohlrichsb, Y., Quilliamc, S., & Wellingsd, K. (2006). Sex education in schools is insufficient to support adolescents in the 21st century. Sexual and Relationship Therapy, 21, 485-490.
 Hargittai, E., & Shafer, S. (2006). Differences in actual and perceived online skills: The role of gender. Social Science Quarterly, 87, 432-448. doi:10.1111/j.1540-6237.2006.00389.x
 Niederle, M., & Vesterlund, L. (2010). Explaining the gender gap in math test scores: The role of competition. The Journal of Economic Perspectives, 24, 129-144. doi:10.1257/jep.24.2.129
 Stevens, J. P. (2002). Applied multivariate statistics for the social sciences. Mahwah, NJ: Lawrence Erlbaum.
 Tooby, J., & Cosmides, L. (1992). The adapted mind. New York: Ox-ford University Press.