Does the "Negro" "Still" Need Separate Schools? Single-Sex Educational Settings as Critical Race Counterspaces

Autor/inn/en	Terry, Clarence L., Sr.; Flennaugh, Terry K.; Blackmon, Samarah M.; Howard, Tyrone C.
Titel	Does the "Negro" "Still" Need Separate Schools? Single-Sex Educational Settings as Critical Race Counterspaces
Quelle	In: Urban Education, 49 (2014) 6, S.666-697 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085913496798
Schlagwörter	Race; Critical Theory; African Americans; Single Sex Schools; Intervention; Males; Qualitative Research; Educational Experience; Urban Schools; Disadvantaged; High School Students; Instructional Design; Case Studies; Participant Observation; Focus Groups; Semi Structured Interviews; California + Suchen Sie Ihr Suchwort? Rasse; Abstammung; Kritische Theorie; Afroamerikaner; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Male; Männliches Geschlecht; Qualitative Forschung; Bildungserfahrung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Lesson concept; Lessonplan; Unterrichtsentwurf; Case study; Fallstudie; Case Study; Teilnehmende Beobachtung; Kalifornien
Abstract	This article explores whether contemporary educators should consider single-sex educational settings as viable interventions in educating African American males. Using qualitative data from a 2-year study of single-sex educational spaces in two Los Angeles County high schools, the authors argue that when all-male spaces effectively function as Critical Race Theory "counterspaces," the educational experiences of high school--aged Black males are positively transformed. These cocurricular, single-sex counterspaces can effectively shield Black males from the marginalizing effects of urban schooling while serving as platforms for productive reengagement in positive school trajectories. Research-based principles for designing effective single-sex educational settings are discussed. (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	2017/4/10