APPLE (Assessing Positive Peer Learning Environments) Partnershiphttps://doi.org/10.48349/ASU/GXB8E0Martin, CarolFabes, RichardHanish, LauraDeLay, DawnOswalt, KristaASU Library Research Data Repository2024-06-262025-06-12T03:21:04ZGiven that there has been no focused examination of gender integration in classrooms in almost 40 years, this project focused on reexamining this issue to better understand how boys and girls in contemporary US classrooms are (or are not) engaged with each other and the impact this has on academic outcomes (school engagement, academic perceptions and achievement). These files include SPSS datasets and a Codebook of data gathered from 3 cohorts of 3rd, 4th, and 5th grade students and their teachers on the current state of gender integration in upper elementary school classrooms.Social SciencesGender segregationSingle-sex classes (Education)Gender integrationCoeducationClassroom relationshipsPeers and academic successAcademic achievementClassroom belongingnessEnglishMartin, C. L., Xiao, S., DeLay, D., Fabes, R., Hanish, L. D., & Oswalt, K. (2024). Differing gender diverse children have differing experiences with same- and other-gender peers. British Journal of Developmental Psychology., doi, 10.1111/bjdp.12500, https://doi.org/10.1111/bjdp.12500Martin CL, Xiao SX, Peng A and Hanish L (2025) Who feels academically efficacious? Moving beyond the gender binary. Front. Dev. Psychol. 3:1566872., doi, 10.3389/fdpys.2025.1566872, https://doi.org/10.3389/fdpys.2025.1566872Xiao, S. X., Ren, H., Halim, M. L., Martin, C. L., DeLay, D., Fabes, R. A., Hanish, L. D., & Oswalt, K. (2025). A Longitudinal Examination of Children’s Friendships Across Racial Status and Gender and Their Intergroup Prosocial Behavior. Personality and Social Psychology Bulletin, 0(0)., doi, 10.1177/01461672251321014, https://doi.org/10.1177/01461672251321014Martin, C. L., Xiao, S. X., Fabes, R. A., Hanish, L. D., DeLay, D., &Oswalt, K. (2024). Are Coeducational Classes Truly Coeducational? The Elementary School Journal, 124(3), 413-433., doi, 10.1086/728674, https://doi.org/10.1086/728674Xiao, S. X., Martin, C. L., Fabes, R. A., Oswalt, K., Hanish, L. D., & DeLay, D. (2023). Reducing the Math and Language Arts gender gaps in elementary school students through gender integration. Learning and Individual Differences, 108, 102380., doi, 10.1016/j.lindif.2023.102380, https://doi.org/10.1016/j.lindif.2023.102380Xiao, S. X., Martin, C. L., Spinrad, T. L., Eisenberg, N., DeLay, D., Hanish, L. D., Fabes, R. A., & Oswalt, K. (2022). Being helpful to other-gender peers: School-age children’s gender-based intergroup prosocial behavior. British Journal of Developmental Psychology, 00, 1-19., doi, 10.1111/bjdp.12426, https://doi.org/10.1111/bjdp.12426Martin, C. L., Xiao, S. X., DeLay, D., Hanish, L. D., Fabes, R. A. Morris, S., & Oswalt, K. (2022). Gender integration and school-age children’s feelings of school belongingness: The importance of other-gender peers. Psychology in the Schools, 59, 1492-1510., doi, 10.1002/pits.22687, https://doi.org/10.1002/pits.226872024-06-26Oswalt, Krista2024-06-122018-092022-05CC BY 4.0