The Dynamics Of Gender In Single Sex Schooling
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| Author | : Dominique Elise Johnson |
| Publisher | : |
| Total Pages | : 147 |
| Release | : 2009 |
| Genre | : |
| ISBN | : |
Analyzing data from the Educational Longitudinal Study of 2002 (ELS:2002), this study compares the conformity of student gender roles attending single-sex and co-educational schools and examines the relationship between gender role conformity and bullying victimization in each educational context. This study is the first to investigate bullying in single sex schools and to use a large scale national dataset to examine student gender role conformity in schooling. Analyses of the base year 10th grade cohort of ELS:2002 reveal that both single sex and coeducational schooling are distinct contexts for student gender roles. Female students in both single sex and coeducational schools were significantly more likely to have higher average gender role conformity than male students in both single sex and coeducational schools. Gender role conforming students were significantly less likely to be bullied than gender role nonconforming students, even when controlling for whether the school is single sex or coeducational. Results also indicate that schools have dominant gender role norms, as students who differ from the average gender role conformity in their school are significantly more likely to experience bullying. Variation from a school-based gender role norm leads to a greater experience of bullying for students, and it is gender nonconforming students that are most likely to experience this increased likelihood of bullying. Despite the fact that female single sex schools are the most gender role conforming educational contexts among all four investigated in this study, gender role nonconforming girls who attend them are significantly less likely to experience bullying. Addressing the conflation of sex and gender underlying the sex-based educational policy of single sex schooling, this study argues that single sex public educational policy can be more carefully crafted with an attention to its theoretical underpinnings by taking into account the dynamics of students' gender roles. Implications for educational policy are discussed with particular emphasis on policy decisions at the district and state levels in addition to federal level policies, laws, and mandates such as Title IX and No Child Left Behind.
| Author | : Gabrielle Ivinson |
| Publisher | : McGraw-Hill Education (UK) |
| Total Pages | : 221 |
| Release | : 2007-11-16 |
| Genre | : Education |
| ISBN | : 0335235182 |
The retreat to single-sex classes in co-educational comprehensive schools in the UK reflects a long history where educational policy and practice has made explicit the belief that boys and girls are different in how they learn and what they should learn. However, there is also a common assumption that there is equality in what is made available to learn and, if there is not, then single-sex organisation achieves this. The authors challenge this opinion and offer a fresh and theoretically informed look at the debate about single-sex teaching, presenting insights from research about the intended and unintended consequences of gender division in schools. Drawing on classroom observations and in-depth interviews with teachers and students, the book illustrates the effect of single-sex classrooms on learners and on the versions of subject knowledge made available to them. In exploring the differences in teaching practices between boys’ and girls’ classrooms, in relation to subjects such as Science, English, Drama, and Design and Technology, the authors highlight how single-sex teaching can, inadvertently, create circumstances which limit rather than open up students’ access to subject knowledge. The authors offer conceptual tools for investigating the knowledge-gender dynamic, advocating that learning will expand if teachers work with gender to help students to cross boundaries into non-traditional gender territories within subject lessons. Rethinking Single-Sex Teaching is thought-provoking reading for teachers, head teachers, academics and policy makers.
| Author | : Amanda Datnow |
| Publisher | : Routledge |
| Total Pages | : 344 |
| Release | : 2013-10-23 |
| Genre | : Education |
| ISBN | : 1136703772 |
This book exposes the complexity of single-sex schooling, and sheds new light on how gender operates in policy and practice in education. The essays collected in this volume cover a wide range of institutions, including K-12 and higher education, public and private schools, and schools in the US and beyond. Detailing the educational experiences of both young men and women, this collection examines how schooling shapes-and is shaped by- the social construction of gender in history and in contemporary society.
| Author | : Susan Morse |
| Publisher | : Foundation |
| Total Pages | : 120 |
| Release | : 1998 |
| Genre | : Education |
| ISBN | : |
In this innovative study, Jean Lave moves the analysis of one particular form of cognitive activity--arithmetic problem-solving--out of the laboratory and into the domain of everyday life. In so doing, she shows how mathematics in the "real world", such as that entailed in grocery shopping or dieting, is, like all thinking, shaped by the dynamic encounter between the culturally-endowed mind and its total context, a subtle interaction that shapes both the human subject and the world within which it acts.
| Author | : John Abraham |
| Publisher | : Routledge |
| Total Pages | : 177 |
| Release | : 2014-01-21 |
| Genre | : Education |
| ISBN | : 1317856163 |
First published in 1995. This book is concerned with how comprehensive schooling can act as a social system of class and gender differentiation. Based on a critical synthesis of feminist and sociological literature on secondary education, Abraham develops a theoretical and methodological framework for ethnographic research into the central gender and class dynamic of a comprehensive school.
| Author | : Janice Streitmatter |
| Publisher | : SUNY Press |
| Total Pages | : 168 |
| Release | : 1999-01-28 |
| Genre | : Education |
| ISBN | : 9780791440940 |
Current research on the progress of female students in U.S. public schools suggests that efforts have not sufficiently addressed concerns such as academic under-achievement in the areas of math and science, lower self-esteem from the advent of early adolescence, and vulnerability to sexual harassment. Despite Title IX, some educators have turned to the creation of single-sex classes and programs for female students in order to better address these critical issues.
| Author | : Rosemary C. Salomone |
| Publisher | : Yale University Press |
| Total Pages | : 304 |
| Release | : 2008-10-01 |
| Genre | : Education |
| ISBN | : 0300129149 |
Although coeducation has been the norm within private and public schools since the 1970s, single-sex education has staged a comeback in recent years as a means of addressing the academic and social problems faced by some students. Single-sex education raises controversy on ideological grounds, and in 1996 the Supreme Court struck down the all-male admissions policy at the Virginia Military Institute in a decision that has cast a legal cloud over public initiatives. In this timely book, Rosemary Salomone offers a reasoned educational and legal argument supporting single-sex education as an alternative to coeducation, particularly in the case of disadvantaged minority students. Salomone examines the history of women’s education and exclusion, philosophical and psychological theories of sameness and difference, findings on educational achievement and performance, the research evidence on single-sex schooling, and the legal questions that have arisen. Correcting many of the current misconceptions about single-sex education, she argues that it is a viable option and that the road to gender equality should be paved with diverse educational opportunities for all students—regardless of race, class, or gender.
| Author | : Cornelius Riordan |
| Publisher | : Rowman & Littlefield |
| Total Pages | : 83 |
| Release | : 2015-07-02 |
| Genre | : Education |
| ISBN | : 1475813651 |
Single sex schooling might appear to be an obscure issue on the sidelines of the educational policy debates of our times. But it is far from this. In fact, a sizable number of people and political organizations would like to make these schools obscure, but somehow they are “scaling up” rather than down. In 1996, there were only two public single sex schools operating in America. By 2015 there are now at least 100 public single sex schools, despite opposition from the outset. These schools are primarily serving poor, urban, black and Latino, at risk children. This book takes up the challenge of studying the effectiveness of single sex schools. Riordan frees the discussion of its ideological and political baggage and brings a degree of theoretical and empirical balance to the debate. The book provides a sociological foundation for considering single sex schools. The basic argument is that the larger school context of all girls or all boys serves as the driving factor for producing favorable outcomes in single sex schools.
| Author | : Juliet Williams |
| Publisher | : Univ of California Press |
| Total Pages | : 254 |
| Release | : 2016-02-02 |
| Genre | : Education |
| ISBN | : 0520288963 |
Rethinking gender equality -- Single-sex education in historical perspective -- "We've got to try something" : the male academy initiatives -- What about the girls? -- Single-sex public education and the popular neuroscience of sex difference -- Different but equal? : reflections on the future of gender discourse
| Author | : Michael Gurian |
| Publisher | : John Wiley & Sons |
| Total Pages | : 407 |
| Release | : 2010-10-19 |
| Genre | : Education |
| ISBN | : 0470608250 |
A thoroughly revised edition of the classic resource for understanding gender differences in the classroom In this profoundly significant book, author Michael Gurian has revised and updated his groundbreaking book that clearly demonstrated how the distinction in hard-wiring and socialized gender differences affects how boys and girls learn. Gurian presents a proven method to educate our children based on brain science, neurological development, and chemical and hormonal disparities. The innovations presented in this book were applied in the classroom and proven successful, with dramatic improvements in test scores, during a two-year study that Gurian and his colleagues conducted in six Missouri school districts. Explores the inherent differences between the developmental neuroscience of boys and girls Reveals how the brain learns Explains when same sex classrooms are appropriate, and when they’re not This edition includes new information on a wealth of topics including how to design the ultimate classroom for kids in elementary, secondary, middle, and high school.
