"Life Skills": A Single-Sex Classroom Intervention for Black Boys Transitioning from Middle School to High School

Autor/in	Flennaugh, Terry
Titel	"Life Skills": A Single-Sex Classroom Intervention for Black Boys Transitioning from Middle School to High School
Quelle	In: Journal of Urban Learning, Teaching, and Research, 13 (2017), S.53-62 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-2077
Schlagwörter	Daily Living Skills; Single Sex Classes; African American Students; Males; Transitional Programs; High School Students; Critical Theory; Race; Grade 9; Semi Structured Interviews; Qualitative Research; Case Studies; Student Attitudes; Student Experience; Urban Schools; Urban Youth; Teacher Role; Caring; California + Suchen Sie Ihr Suchwort? Alltagsfertigkeit; Single-sex classes; Single-sex schools; Single sex schools; Getrenntgeschlechtliche Erziehung; Schule; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; High school; High schools; Oberschule; Kritische Theorie; Rasse; Abstammung; School year 09; 9. Schuljahr; Schuljahr 09; Qualitative Forschung; Case study; Fallstudie; Case Study; Schülerverhalten; Studienerfahrung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Youth; Jugend; Lehrerrolle; Care; Pflege; Sorge; Betreuung; Kalifornien
Abstract	The transition from middle school to high school can be difficult for many students due to increases in school size, the structure of an academic schedule, and the complexity of social interactions in high school. However, Black boys face unique challenges during this transition period due to racism and structural inequalities. In response to these obstacles, schools across the country have created single-sex spaces specifically for Black boys to improve academic and social outcomes for students. The current study examines one such intervention located in an urban school district in the San Francisco Bay Area through interviews with four students to better understand how they make sense of their experiences within a specific single-sex classroom as they transitioned into high school. Findings from the study address the important role teachers play in shaping students' transitional experiences. Implications for single-sex learning spaces for Black boys are also discussed. (As Provided).
Anmerkungen	AERA SIG: Urban Learning, Teaching, and Research. Tel: 323-343-4393; Web site: https://aera-ultr.wixsite.com/ultr
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01