Do Single-Sex Schools Improve the Education of Low-Income and Minority Students? An Investigation of California's Public Single-Gender Academies

Autor/inn/en	Hubbard, Lea; Datnow, Amanda
Titel	Do Single-Sex Schools Improve the Education of Low-Income and Minority Students? An Investigation of California's Public Single-Gender Academies
Quelle	In: Anthropology & Education Quarterly, 36 (2005) 2, S.115-131 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-7761
DOI	10.1525/aeq.2005.36.2.115
Schlagwörter	Single Sex Schools; Public Schools; Low Income Groups; Economically Disadvantaged; Minority Groups; Ethnography; Institutional Characteristics; School Effectiveness; Teacher Student Relationship; Educational Resources; Literature Reviews; Academic Achievement; Outcomes of Education; Educational Environment; Student Attitudes; Teacher Attitudes; California + Suchen Sie Ihr Suchwort? Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Public school; Öffentliche Schule; Ethnische Minderheit; Ethnografie; Schuleffizienz; Teacher student relationships; Lehrer-Schüler-Beziehung; Bildungsmittel; Schulleistung; Lernleistung; Schulerfolg; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schülerverhalten; Lehrerverhalten; Kalifornien
Abstract	Single-sex public schools are seen as a vehicle for improving the educational experiences of low-income and minority students. Our two-year ethnographic study of low-income and minority students who attended experimental single-sex academies in California indicates that improving achievement involves more than separating students by gender. Using students' and educators' voices, this anthropological study shows that these schools' successes were due more to the interrelated contributions of the schools' organizational characteristics, positive student-teacher relationships, and ample resources. (Contains 1 note.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10