Schooling type and sexual preference effects on sexual identity exploration and commitment among women

Various literatures have shown differences between men and women in different aspect of personality during the developmental stages, in which sexual identity is one of those. One\u27s schooling type (single-sex and coeducational) and sexual preference was said to affect many aspects of one\u27s behaviors and attitudes, including sexual identity exploration and commitment. Moreover, recent developments by Arnett\u27s (2000) theory prompted the investigation of his emerging adulthood stage, a stage characterized by greater opportunities for identity exploration. By analyzing several models of identity development theories, it was deduced that as with Marcia\u27s (1966) model, the most important parts of sexual identity development are the exploration and commitment stages. For these reasons, the researchers investigated whether there are similarities or differences in women\u27s sexual identity exploration and commitment based on their schooling type, and the Measure of Sexual Identity, Exploration and Commitment in women, 150 from each school types in the emerging adulthood stage. The researchers compared the exploration and commitment of women based on their schooling type and sexual preference through the use of quantitative methods of analysis