Urban Elementary Single-Sex Math Classrooms: Mitigating Stereotype Threat for African American Girls

Autor/inn/en	Bowe, Anica G.; Desjardins, Christopher D.; Covington Clarkson, Lesa M.; Lawrenz, Frances
Titel	Urban Elementary Single-Sex Math Classrooms: Mitigating Stereotype Threat for African American Girls
Quelle	In: Urban Education, 52 (2017) 3, S.370-398 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085915574521
Schlagwörter	Urban Schools; Public Schools; Mixed Methods Research; Single Sex Schools; Mathematics Instruction; African Americans; Females; Educational Change; Coeducation; Elementary School Students; Low Income; Minority Group Students; Mathematics Achievement; Stereotypes; Principals; Elementary School Teachers; Self Concept; Academic Ability; Case Studies; Observation; Interviews; Teacher Attitudes; Student Attitudes; Administrator Attitudes + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Mathematics lessons; Mathematikunterricht; Afroamerikaner; Weibliches Geschlecht; Bildungsreform; Koedukation; Niedriglohn; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Klischee; Principal; Schulleiter; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Selbstkonzept; Case study; Fallstudie; Case Study; Beobachtung; Interviewing; Interviewtechnik; Lehrerverhalten; Schülerverhalten
Abstract	This study utilized a mixed-methods approach to holistically examine single-sex and coeducational urban elementary mathematics classes through situated cognitive theory. Participants came from two urban low-income Midwestern elementary schools with a high representation of minority students (n = 77 sixth graders, n = 4 teachers, n = 2 principals). Findings demonstrate that African American girls made more math achievement gains in single-sex classrooms; single-sex classrooms might mitigate math academic stereotypes for students and teachers; and that important contextual factors play a role in these outcomes. Testing these factors is a step toward delineating a theory of change for single-sex education in urban public schools. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01