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Single-Sex Instruction for African-American, Low-Income Students
DiscoverArchive/Manakin Repository
Single-Sex Instruction for African-American, Low-Income Students
| Title: | Single-Sex Instruction for African-American, Low-Income Students |
| Author: | Self, Elizabeth |
| Abstract: | Single-sex instruction is increasingly popular as a means to close the standardized testing achievement gap between White and African-American students. This is especially the case in urban school districts that have high-minority, low-income populations. Research on this topic, which is limited, shows that single-sex instruction generally leads to improved outcomes for students in single-sex instruction in terms of regular attendance, graduation rates, and college acceptance. Some data shows improved standardized test scores. The data is inconsistent in terms of long-term outcomes, like college graduation rates, but is positively correlated with decreased drop-out and unemployment rates. When implemented with a gender equity focus, single-sex instruction can have positive outcomes for African-American, low-income students, both academic and socioemotional. Furthermore, such a setting provides educators the opportunity to better individualize for their students, and for teachers and students to consider the multiple contexts of students’ identities as relevant to the classroom as a result of this intersection of race, gender, and family income. |
| Description: | Teaching and Learning Department capstone project |
| Subject: | Single-sex instruction, African-American, low-income, intersectionality |
| LCSH Subject: |
Single-sex classes (Education)
Educational equalization African American girls -- Education African American boys -- Education Low-income students -- Education |
| URI: | http://hdl.handle.net/1803/4248 |
| Date: | 2010-05 |
Files in this item
| Files | Size | Format | View |
|---|---|---|---|
| SelfCapstone.docx | 50.19Kb | Microsoft Word |
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