Single-Gender Public Education and Federal Policy: Implications of Gender-Based School Reforms in Philadelphia

Autor/in	Friend, Jennifer
Titel	Single-Gender Public Education and Federal Policy: Implications of Gender-Based School Reforms in Philadelphia
Quelle	In: American Educational History Journal, 34 (2007) 1, S.55-67 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1535-0584
Schlagwörter	Public Schools; Private Schools; Federal Legislation; Educational Opportunities; Gender Discrimination; Grants; Public Education; Single Sex Classes; Single Sex Schools; Pennsylvania + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Private school; Privatschule; Bundesrecht; Bildungsangebot; Bildungschance; Grant; Finanzielle Beihilfe; Öffentliche Erziehung; Single-sex classes; Single-sex schools; Single sex schools; Getrenntgeschlechtliche Erziehung; Schule; Single sex classes
Abstract	Parochial and private schools in the United States have maintained opportunities for students to attend same-gender settings without interference from policies governing public education. The gender composition and curriculum of public schools, however, have been influenced by societal regulations and expectations that have often utilized same-gender schools or classrooms as a means to place females in a "separate and unequal" position relative to males. Experimentation with single-gender public schools was restricted in 1972 with Title IX legislation, which prohibited discrimination on the basis of gender or race in any educational program receiving federal funds. The No Child Left Behind (NCLB) Act of 2001 (NCLB) prompted a reinterpretation of Title IX through a provision for grant funds to encourage more focused research on single-gender programs in public schools. This paper examines: (1) historical gender-specific practices in Philadelphia, including Central High School's transformation from an all-male institution to a coeducational setting, and (2) implications of the "return" to same-gender public education resulting from NCLB and the reinterpretation of Title IX. (Contains 2 notes.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10