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Single-Sex Instruction for African-American, Low-Income Students

dc.contributor.advisorMilner, H. Rich IV
dc.contributor.authorSelf, Elizabeth
dc.descriptionTeaching and Learning Department capstone projecten_US
dc.description.abstractSingle-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.en_US
dc.publisherVanderbilt University. Peabody Collegeen_US
dc.subjectSingle-sex instruction, African-American, low-income, intersectionalityen_US
dc.subject.lcshSingle-sex classes (Education)en_US
dc.subject.lcshEducational equalizationen_US
dc.subject.lcshAfrican American girls -- Educationen_US
dc.subject.lcshAfrican American boys -- Educationen_US
dc.subject.lcshLow-income students -- Educationen_US
dc.titleSingle-Sex Instruction for African-American, Low-Income Studentsen_US
dc.description.collegePeabody College of Education and Human Developmenten_US
dc.description.departmentDepartment of Teaching and Learningen_US

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