Elementary Student Perspectives on Single-Gender Classes

Mercedes Tichenor, John Tichenor, Kathy Piechura, Elizabeth Heins, Doug MacIsaac

Abstract


Interest in single-gender education has grown significantly since the U.S. Department of Education publishedregulations for the practice in 2006. Although research provides mixed results on the academic effectiveness ofsingle-gender programs, many districts around the country are providing single-gender classes as a parent choiceoption under the NCLB Act. The option for single-gender classes in public education highlights the importance ofexamining student perspectives toward this configuration. This study examines the views of 131 elementary schoolstudents regarding single-gender education in an elementary school that has offered single-gender classes for 10 years.Overall, the results suggest that students have positive attitudes toward their single-gender classrooms. Most studentsbelieve that the single-gender classroom format positively impacted them in many important school dimensions suchas self-confidence, motivation, self-esteem, independence, self-efficacy, attitude, and grades.

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DOI: https://doi.org/10.5430/jct.v4n2p80

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Journal of Curriculum and Teaching

ISSN 1927-2677 (Print) ISSN 1927-2685 (Online)

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