The Growth of Single-Sex Schools: Federal Policy Meets Local Needs and Interests

Autor/in	Mansfield, Katherine Cumings
Titel	The Growth of Single-Sex Schools: Federal Policy Meets Local Needs and Interests
Quelle	In: Education Policy Analysis Archives, 21 (2013) 87, (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Single Sex Schools; Partnerships in Education; School Districts; Females; College Preparation; Magnet Schools; Public Policy; Federal Legislation; Educational Legislation; Equal Education; Social Justice; School Choice; Urban Schools; Educational History; Ethnography; At Risk Students; Participant Observation; Interviews; Oral History; Racial Bias; Program Development; Parent Participation; Minority Group Students; Qualitative Research; Texas + Suchen Sie Ihr Suchwort? Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Hochschulpartnerschaft; School district; Schulbezirk; Weibliches Geschlecht; Öffentliche Ordnung; Bundesrecht; Bildungsrecht; Schulgesetz; Soziale Gerechtigkeit; Choice of school; Schulwahl; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; History of education; Bildungsgeschichte; Ethnografie; Teilnehmende Beobachtung; Interviewing; Interviewtechnik; Oral tradition; Mündliche Überlieferung; Racial discrimination; Rassismus; Programmplanung; Elternmitwirkung; Qualitative Forschung
Abstract	Changes to Title IX allowing the growth of single-sex schools have garnered media attention promoting the benefits of separating boys and girls. Alternately, civil rights groups such as the ACLU continue to oppose any type of school segregation. Within this context, a private philanthropy, the Foundation for the Education of Young Women (FEYW) has established public-private partnerships with six Texas school districts to open all-girls' public college prep magnet schools with plans to expand. This multi-year ethno-historical case study explores the meaning making of one community in the FEYW network as it attempts to make sense of federal policy at the local level. The topic is important to the field of education because it is timely: changes to Title IX and the growth in single-sex arrangements pose interesting legal and sociological questions about equity and justice since it links Title IX (an equity-driven policy) with the choice provisions in NCLB (a market-driven policy). The significance of this study lies in the unique use of ethnography as interpretive policy analysis to show how local communities (re)interpret federal policy to better align with their personal values and more adequately address contextual complexities in their attempts to do what they believe is best for students. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10