Abstract
This study investigates the lived experiences of young women from Johannesburg who attended an all-girls school, focusing on how this educational environment influences their ability to form interpersonal relationships with males. Employing Giorgi’s Philosophical Descriptive Phenomenological Method, the analysis of interviews with three participants reveals distinct themes, including social dynamics’ impact on male-female relationships, the role of academic competition, safety and trust concerns, challenges in adapting to mixed-sex environments, and evolving perspectives on gender roles.
Findings indicate that peer dynamics and societal pressures within the all-girls school context fostered feelings of scrutiny and insecurity, contributing to a cautious approach to male relationships. Academic competition and safety concerns further complicated their interactions, leading to trust issues and reinforcing traditional gender roles. Upon transitioning to mixed-sex university environments, participants faced both anxiety and growth opportunities, ultimately embracing more egalitarian views on gender and relationships.
This study highlights the nuanced effects of single-sex education on social development, particularly in relation to establishing healthy mixed-sex interactions. However, limitations - such as the small sample size and subjective nature of phenomenological analysis - suggest a need for broader, more diverse future research. Recommendations include expanding participant demographics, exploring positive aspects of female-male interactions, and adopting longitudinal and mixed-methods approaches. Such research can inform practices to foster balanced interpersonal development in educational settings, promoting healthier male-female dynamics.